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by Amanda Kibler, Allison Atteberry, Christine Hardigree & April Salerno — 2015
This mixed-methods study describes the changing social networks of adolescents participating in an extracurricular dual-language program.

by Muhammad Khalifa & Felecia Briscoe — 2015
The purpose of this autoethnography was to examine how school district-level administrators respond to investigations and findings of racism in their districts. We examined administrators’ responses to our requests about their districts’ racialized disciplinary data, and their responses to our sharing of these findings. We describe four technical–rational practices through which school district administrators maintain blindness toward racial inequities and thereby allow racism to continue in their districts.

by Lara Perez-Felkner — 2015
This study investigates how underrepresented students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might facilitate their transition to four-year colleges.

by Daisy Rooks & Carolina Bank Muñoz — 2015
This paper explores print media coverage of the early years of the charter school debate in the United States.

by Elizabeth Stearns, Neena Banerjee, Stephanie Moller & Roslyn Mickelson — 2015
This study investigates the association between two aspects of organizational culture (professional community and teacher collaboration), teacher control over school and classroom policy, and teacher job satisfaction. The association between teacher collaboration and job satisfaction, as well as that between control over classroom policy and job satisfaction, is most pronounced in schools with weaker professional communities.

by Nicholas Hillman, Melanie Gast & Casey George-Jackson — 2015
This study updates and extends the literature on how families financially prepare for college and examines socioeconomic and racial/ethnic disparities in timing of college financial preparations. Using the High School Longitudinal Study of 2009, we find that socioeconomically privileged families have greater chances of financially preparing their children for college, and they often prepare very early in their child’s life.

by David Hansen — 2015
In this article, the author criticizes popular responses to the question whether education is possible in the world today. He argues that the question of education needs to be kept open in order to ensure the continuation of education itself.

by Julie Cohen — 2015
Drawing on data from the Gates Foundation’s Measures of Effective Teaching (MET) project, this article raises several issues involved in identifying “high leverage” teaching practices based on their relationships with different types of student outcome measures. Scores on several teaching practices predicted teacher value-added based on a high-stakes state test but had no relationship with value-added based on a low-stakes test, and qualitative analyses demonstrate instruction was explicitly oriented toward success on the state test, suggesting potential limitations of labeling teaching practices “high leverage” based solely on their relationship with high-stakes standardized assessments.

by Ruth Berkowitz , Hagit Glickman , Rami Benbenishty, Elisheva Ben-Artzi , Tal Raz, Nurit Lipshtat & Ron Avi Astor — 2015
This study examines whether school climate compensates, mediates or moderates the relationship between student and school SES and mathematics test scores among nationally representative sample of 5th and 8th grade schools in Israel.

by Anthony Peguero & Jennifer Bondy — 2015
Perceptions of justice, fairness, and order can influence pro-social behavior, psychological well-being, healthy interpersonal relationships, and educational progress and success for students. It is also known that students’ perceptions of school justice can vary by race, ethnicity, and gender. What remains uncertain is how the fastest-growing segment of the United States, students in immigrant families, perceive the school justice, fairness, and order within their school. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine how students in immigrant families perceive justice, fairness, and order at their school. Findings do suggest that the students’ perceptions of justice, fairness, and order are indeed moderated by immigrant generation, race, ethnicity, and gender. The implications of the evident racial, ethnic, and gender, as well as generational, disparities in students’ perceptions of justice, fairness, and order in the United States school system are discussed more broadly.

by Jessica Pandya, Kathleah Pagdilao, Aeloch Enok Kim & Elizabeth Marquez — 2015
In this article, we explore the ways transnational children identified as certain kinds of transnational, immigrant, or “American” students, while they orchestrated multiple, often competing voices of in multimodal, digital autobiographies.

by Danah Henriksen & Punya Mishra — 2015
How do exemplary teachers incorporate creativity in their teaching? Through in-depth interviews with National Teacher of the Year award winners, this research aims to better understand their beliefs, interests, and practices involving creative teaching. Results identify key themes of how these teachers approach the creative process, as well as the connection between their personal interests and professional creativity.

by Mable Kinzie, Jessica Whittaker , Pat McGuire , Youngju Lee & Carolyn Kilday — 2015
We present the Research on Curricular Design (RCD) model and describe its use to design, develop, and test the efficacy of early childhood mathematics and science curricula. We share what was achieved with application of the RCD model and offer observations on the value of this approach for research on and development of educational products.

by Michael Gottfried & Morgan Polikoff — 2015
This research evaluates whether English Language Learner (ELL) classmates are associated with the social skills outcomes of students with disabilities in kindergarten. Using a national large-scale sample of kindergarten students, the results show that having a greater number of ELL classmates has a positive effect on the social skills outcomes for students with disabilities.

by Meredith Richards & Kori Stroub — 2015
In this study, we draw attention to the issue of attendance zone gerrymandering, the manipulation of school boundaries into irregular shapes that alter patterns of school attendance and, thereby, students' access to educational opportunities. Drawing on the literature on electoral gerrymandering, we outline a framework for conceptualizing and measuring the gerrymandering of educational boundaries. Using geospatial techniques, we provide initial empirical evidence on the severity and distribution of gerrymandering using a national sample of 23,945 attendance zones. We find that attendance zones are highly gerrymandered—nearly as much as congressional districts—and are becoming more gerrymandered over time. Findings underscore the racial and, to a lesser extent, socioeconomic character of gerrymandering, which is particularly acute in whiter and more affluent schools and in areas experiencing rapid racial change.

by Tina Trujillo & Kenneth Howe — 2015
Introduction to the special issue of Teachers College Record

by David Meens & Kenneth Howe — 2015
This article examines the NCLB Act and its underlying reform agenda of increased “accountability” and “choice” in light of its consequences for education policymaking and democratic education.

by Ben Kirshner & Antwan Jefferson — 2015
We synthesize scholarship about participatory democracy, youth–adult partnerships, and thirdspace in order to develop guiding principles for an inclusive and democratic approach to improving schools.

by Tina Trujillo & Michelle Renée — 2015
This article evaluates the tensions with democratic education inherent in the federal School Improvement Grant program’s market-based school reforms. The paper culminates in a set of recommendations that are intended to re-center the purposes of public education for low-income students, students of color, and local communities in developing more equitable, democratic school turnarounds.

by John Rogers, Chris Lubienski, Janelle Scott & Kevin Welner — 2015
This article tracks the emergence of parent trigger policies, considers the political and financial forces that have supported the parent trigger movement, and examines evidence concerning the potential of this approach for improving schools, empowering parents, and enhancing democracy.

by Thai-Huy Nguyen & Marybeth Gasman — 2015
This is a historical study of the formation and role of the Vietnamese student organizations at the University of California, Irvine from 1980 to 1990.

by Chandra Alston & Michelle Brown — 2015
This study investigated the intellectual challenge of typical writing tasks and the intellectual quality of student work in classrooms of higher and lower value-added middle school English language arts teachers to understand what value-added modeling might capture in terms of writing instruction.

by Craig Peck, Kimberly Hewitt, Carol Mullen, Carl Lashley, John Eldridge & Ty-Ron Douglas — 2015
This study explores how the confluence of promising instructional technology innovations and digitally driven youth culture affected the experiences of students in two southeastern United States high schools.

by Megan Holland — 2015
This article examines how students negotiate the “college-for-all” norm in two diverse, high-achieving high schools. The findings indicate that in these contexts, the norm was interpreted as “four-year college-for-all,” leading to the development of a stigma surrounding two-year community college attendance.

by Christy Galletta Horner, Tanner LeBaron Wallace & Matthew Bundick — 2015
This study explores youths’ perspectives on school-based emotional expression, emotional suppression, and emotion coaching in urban high schools.

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