This study examines Massive Open Online Courses as a medium for supporting teacher professional learning. The authors present qualities that teachers found meaningful in an online learning experience, offering heuristics that designers might consider when designing for their specific contexts.
This article explores the role of personality in teacher retention using a rich set of quantitative and qualitative measures. The author finds that despite stereotypes of American teachers as unambitious, a “special kind of ambition”—self-promotion coupled with a commitment to others—predicts a long-term commitment to the occupation.
This study examines the factors that helped Ghanaian-born immigrant students to strategize how to combine their multiple worlds of families, schools, teachers, and peers to affect academic engagement within contexts of school and classroom situations. It also explored teachers’ perception and understanding of the sociocultural and past educational experiences of immigrant students from Ghana.
This article examines young children’s understandings of social class as reflected in their drawings depicting differences between rich and poor people. This article explores children’s complex sociocultural insights into how class operates that manifest through their classmaking process.
In this comparative case study, the author examines how teacher educators’ personal histories shape opportunities to learn about social justice in teacher education courses. The study expands the way teacher educators are considered in research on teacher education, and highlights the importance of looking beyond course descriptions and course syllabi for evidence of what gets taught in teacher education courses.
This article provides a descriptive analysis of the role of interest groups in education reform in post-Katrina New Orleans and documents how the portfolio management model changed the landscape of education politics, with a focus on the actors, both local and national, that sustain the portfolio management model.
To gain a more holistic understanding of classroom life and instructional practices in East Asian countries, this article paper examines both the prevalence and distribution of complex, procedural, student-centered, and teacher-centered instruction, along with the estimated achievement effects of such practices within nations. The analytic strategy focuses on variation in classroom practices within East Asian countries, as opposed to past approaches that stress between-country variability. By taking a fresh analytic approach, the study reassesses long-held stereotypes about classroom practices in East Asian countries and presents a more complete evidence that may be useful for further research and policy discussions.
This article details an experiment in which a broad and diverse range of information about schools was assembled and presented to stakeholders in a small urban district. Using a modified deliberative polling experience, authors assessed how participants responded to a new, more comprehensive set of school performance information. They found that when users of the new data system evaluated unfamiliar schools, they expressed not only more confidence in their own knowledge, but also in the quality of the schools.
This study examines the associations among a multicultural teacher culture, pupils’ perceptions of teachers’ multicultural educational practices, and the ethnic prejudice of Flemish secondary-school pupils, controlling for ethnic school composition and various sociodemographic characteristics that have been shown to be related to ethnic prejudice.
This qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement, dedicating substantial blocks of time each week to teachers’ meetings. Teachers in those schools valued their work on teams, saying that it supported their instruction and contributed to their school’s success by creating coherence across classrooms and shared responsibility for students.
This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social EmotionalSocial-emotional Learning, or PASL. The innovation was designed, tested, and implemented using a continuous continuous-improvement model.
The authors ask if the social ecology of postsecondary education that has been created in India is in its best interests. By social ecology, we are referring to the universe of postsecondary organizations that account for the 35,357 institutions in India. They suggest that a new social ecology of higher education needs to be put forward that streamlines relationships, clarifies roles and regulations, improves data analysis, and focuses on quality rather than quantity.
This participatory, qualitative study of university students on the Texas (U.S.)-Tamaulipas (Mex.) border examines the students’ development of cosmopolitan identities and perspectives through continued cross-border mobility at a time of sociopolitical upheaval.
This article describes five societal forces that ERODE creativity: Education, Resources, Opportunities, Diffusion, and Exaggeration. The article further suggests how we can counter this erosion.
This article draws from the literature on cross-boundary leadership, relational leadership, and relational trust, and qualitative data from a multiple case study to explore the role of principals in the administration of full-service community schools. These schools rely on family engagement and community partnerships to provide extended services and learning opportunities for children and youth in low-income, ethnically diverse communities.
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.
This study examined whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s. Our findings suggest that gaining computer access in the late 1990s/early 2000s was associated with greater mathematics achievement. The findings may help researchers understand potential influences of media that are currently popular.
This article examines how local and national media sources framed early childhood educational policy in the case of the scale-up of Universal Pre-Kindergarten in New York City. Using rhetorical analysis, the authors identify the key narratives used to frame the scale-up of UPK, and examine what implications this framing has for public understandings of early childhood educational policies and practices.
In this article, I explore the differences across parental narratives about school choice among an often-overlooked population—defaulters (sometimes called “nonchoosers”). To better explain how people come to the default option, I examine families’ inclination to choose, capacity for choice, and school preferences to create a framework of defaulters.
This article examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the context in which they work.
This study explores the ways in which emerging Hispanic-Serving Institutions, or those postsecondary institutions that enroll between 15% and 24% Latina/o college students, contribute to civic engagement for diverse college students. Findings show that students’ perceptions of their academic validation and of a curriculum of inclusion in the classroom, as well as their involvement in campus-facilitated diversity programs, positively predict their civic engagement.
This study explores how fifth grade co-teachers in an inclusive classroom promote disciplinary thinking in English Language Arts (ELA) among diverse learners by applying Universal Design for Learning (UDL). The findings reveal specific instructional moves that were used to encourage robust disciplinary thinking and point to new ways of characterizing what it means for all learners to engage in the practices of the discipline.
This article explores how educational researchers have addressed social movements in their scholarship. Reporting on an extensive review of the literature, it argues for a more united field of research on social movements and education, one that networks researchers from multiple fields of educational research who are not currently in conversation.
The article challenges the recent shift toward teaching and measuring grit in schools by exposing its shortcomings and offering a more helpful and sustainable educational aim of pragmatist hope.
This article explores how schools in the United States and internationally are currently instantiating a global education through a qualitative research design and a cosmopolitanism theoretical frame.