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by Jack Schneider, Rebecca Jacobsen, Rachel White & Hunter Gehlbach — 2018
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.

by Scot Danforth — 2018
This historical analysis examines the parenting experiences of John Dewey and his wife Alice as they raised their son Sabino, an adopted child with a physical disability. The paper illuminates the medical and political challenges confronted by the family and concludes with an initial exploration of how this experience might have influenced Dewey’s political thought and action.

by Haim Shaked & Chen Schechter — 2018
This study explored the development of holistic school leadership—an approach where principals lead schools through the systems thinking concept and procedures—over principals' different career stages, a topic that has received little research attention.

by Andrés Samayoa, Marybeth Gasman & Steve Mobley Jr. — 2018
This study explores how student health directors at HBCUs promote policies and practices that are attuned to the health of their gay and lesbian students and the conditions that are developed to cultivate a student health center that not only addresses students’ physical health but also reaffirms these students.

by Raymond Brown, Deborah Heck, Donna Pendergast, Harry Kanasa & Ann Morgan — 2018
This article describes a 4-year project spanning the development and trialing of the School Renewal Profiling Tool (SRPT). The development of the SRPT was informed by a sociocultural theoretical framework that built on the work of Harré’s concept of the Vygotskian space and Lave and Wenger’s notion of situated learning to explore a learning-based approach to school renewal.

by Annette Lareau, Elliot Weininger & Amanda Cox — 2018
In this article, authors show how elite parents collectively use cultural, social, and symbolic capital to challenge a school district plan to change attendance boundaries.

by Juliet Wahleithner — 2018
This study uses five case studies to examine high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Survey results from 171 teachers indicate the experiences of the five cases are generalizable to a larger population. Findings highlight the need for more attention to writing instruction in preservice and inservice teacher development.

by Patriann Smith, Jehanzeb Cheema, Alex Kumi-Yeboah, S. Joel Warrican & Melissa Alleyne — 2018
This study examines the way in which 15-year-old 9th and 10th grade Trindiadian bidialectal adolescent youth self-identified linguistically on the 2009 Programme for International Student Assessment (PISA) literacy assessment and explores their reading, math, and science literacy performance based on their self-identification as native English and non-native English speaking students. Findings showed large and significant differences between “self-identifying native” and “self-identifying non-native” speakers of English, with higher mean scores for the former group in all three assessed areas of literacy as measured in English.

by Felicia Mensah & Iesha Jackson — 2018
This article analyzes the experiences of preservice Teachers of Color using critical race theory and Whiteness as property to relate the idea of science as White property. The preservice teachers discuss the saliency of race and racism in terms of their past experiences with science in school and their relationship with an African American female science professor in allowing them to gain property rights to learning and teaching science.

by Yvonne Goddard & Minjung Kim — 2018
The results of this study confirm a statistically significant positive effect of teacher collaboration on teachers’ reported differentiated instruction use and in turn the influence of differentiated instruction on teachers’ sense of efficacy. The results are potentially significant for researchers and practitioners interested in approaches to improving teacher practices and strengthening efficacy beliefs.

by Billie Eilam — 2017
This article presents a novel reflection-based tool for promoting teachers’ lesson planning and monitoring by increasing awareness of goals, activities, discrepancy cues, and time management. It qualitatively examines the scaffold’s value for promoting metacognition in two cases of expert teachers: in secondary schools and in teachers’ professional instruction.

by Sandra Abrams & Jayne Lammers — 2017
This article defines and illustrates features of belongingness visible in videogame spaces, highlighting how doing–being–valuing combinations help to contextualize participation. Underscoring the dynamics of hierarchical participation in interest-driven practices, this article has implications for understanding how youth (re)configure their social practices to seek inclusion by using and honing specialist language and behavior.

by Derrick Brooms — 2017
This study uses Black male students’ narratives to investigate student–teacher relationships with their Black male teachers. Findings reveal that teachers engaged in “otherfathering” through their pedagogy, practices, and holistic care for students.

by Lyle McKinney, Andrea Burridge & Moumita Mukherjee — 2017
Postsecondary certificates, a key component of career and technical education in the United States, have the potential to reduce poverty, put displaced workers back to work, and meet the changing demands of local labor markets. This study used a nationally representative data set to compare key educational outcomes of occupational certificate students across three postsecondary sectors: community colleges, public career and technical centers, and for-profit institutions.

by Linn Posey — 2017
This ethnographic study examined the community experiences and family–school relationships of Black parents in a predominantly White suburb. The findings suggest a need to understand parents’ experiences and engagement within and across both school and community contexts, particularly for parents of color in predominantly White settings in which schools may mirror or compound the microaggressions they may experience in nonschool settings.

by Sherry Deckman — 2017
This article presents two patterns in how novice teachers connect issues of race and classroom management. The first approach works to obscure issues of systemic racism, whereas the latter highlights such issues.

by Kimberly Lechasseur — 2017
This study examines the ways in which district-community partnerships establish and sustain legitimacy with multiple constituencies over time.

by Barry Zimmerman — 2017

by Chen Schechter — 2017
In this article, the author suggests that self-regulation should be complemented by a more holistic, integrated, and collaborative framework—that of communal-regulated learning—which may serve as a better framework to develop effective learners in today’s fast-changing educational scene.

by Philip Winne — 2017
This article charts historical and contemporary factors shaping the field of self-regulated learning and forecasts near-future of work on this educationally key construct.

by Roger Azevedo, Nicholas Mudrick, Michelle Taub & Franz Wortha — 2017
In this article, we argue that successful STEM learning depends on the conceptual, methodological, and analytical coupling of metacognition and emotions during learning about 21st-century skills with advanced learning technologies.

by Marcel Veenman — 2017
This article describes the nature of metacognitive skills, how deficiencies in the application of metacognitive skills can be assessed through on-line methods, and how explicit metacognitive instruction of WWW&H (what, when, why, & how) can be implemented in an effective way.

by Marie White — 2017
The article presents an integrated framework of cyclical phases and developmental levels of self-regulated learning focusing on the significant role they play in modeling and self-regulatory learning as key processes for learning.

by Meirav Tzohar-Rozen & Bracha Kramarski — 2017
This study investigated the impact of two self-regulation programs among young students (Grade 5): metacognition and meta-affect versus a control group on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes.

by Adar Ben-Eliyahu — 2017
This article considers contextual aspects, such as a mastery goal structure or course preference, that override individual differences, such as intelligence. An empirical study comparing gifted and typically achieving students is described. Application for 21st-century skills is proposed through the lens of the integrated self-regulated learning model.

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