Using data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.
This article outlines the “politicized caring” approach that characterized the teacher–student relationships in a district-sponsored program for adolescent African American males. The authors present a microanalysis of an incident in one classroom to illustrate this politicized caring approach in action. This study challenges educational researchers and educators to recognize the vulnerability of African American male youth and the importance of authentic teacher–student relationships towards supporting their engagement and performance in school.
In this paper, we examine how those with influence in educational policy construct the idea of “teachers” and groups associated with teachers through implicit “policy images,” and how those images are reflected in policy prescriptions and policy designs. Our analysis showed that the various policy images presented by our respondents and organizations could be broadly classified into three archetypal policy images, each of which has distinct implications for policy responses.
This purpose of this study is to investigate the existence and extent of significantly different subgroups of teacher and leader responses to the Comprehensive Assessment of Leadership for Learning survey. This survey is a formative assessment of school leadership developed by researchers at the University of Wisconsin-Madison employing the principles of distributed leadership and current research on leadership activities that promote student learning.
This study compares teachers’ social and human capital variables to see which of the two predict growth in classroom implementation of a high school science intervention based in cognitively rich and technology curricula. The results of the regression analyses indicate that only social capital was a significant predictor of growth in teachers’ ability to implement the intervention.
In this article, authors examine performance-based pay by applying methods from experimental economics and conducting surveys with teachers at districts that have implemented performance pay. Authors find mixed results for whether performance pay significantly alters the composition of the teacher workforce. They also find that “more effective” teachers are no more supportive of these pay reforms despite the fact that they have the most to gain financially.
This article provides secondary statistical analysis of data from New Hampshire regarding the timing of information and decision-making in the college choice process. Findings support providing information and guidance to students earlier than has been traditionally considered.
In this article learning of school leaders, teachers, and researchers through boundary crossing in research and development projects in schools is examined and related to types of cross-professional collaboration.
Drawing on interviews with 24 Singapore social studies teachers, this study interrogates the concept of harmony, investigates the implications of the state incorporating this concept as an educational goal for the public education system, and examines the affordances and constraints of harmony as an educational goal.
In this article, the authors examine the focus and facilitation of teachers’ collaborative conversations in schools that exhibited growth in instructional quality. We identify differences in the ways facilitators ask questions and press teachers to elaborate on their contributions, and we argue that these differences are likely to be consequential for teachers’ professional learning.
In this essay, the authors review the extensive literature on the Dewey School to argue that most accounts of the school relate at least one of three historiographical myths: the Dewey School as misunderstood; the Dewey School as triumph, and/or the Dewey School as tragedy. The authors analyze each myth to conclude that Dewey only subscribed to the first myth, while the other two were historiographical constructions created by Dewey’s contemporaries and historians.
Through investigation of two cases of close teacher engagement with equity-oriented practice and two cases of relatively low engagement, this paper highlights four types of resources that appear critical for supporting teacher learning.
This study examined whether differences in achievement and socioemotional outcomes were correlated with having attended center-based care before/after school during kindergarten for children with disabilities. Using a national dataset of kindergarten students from the 2010–2011 school year (ECLS-K:2011), this study finds that children with disabilities who attended center-based care before/after school during kindergarten had lower achievement and socioemotional outcomes. The findings were differentiated by type of disability classification.
This article describes development of the first formally accepted national standard for social justice teacher education in U.S. history. The article culminates in a discussion of how policymaking influences professional realizations about social justice as a matter of fundamental education policy reform and local practice.
This article explored the effects of computer-based learning activities in math classrooms on STEM major selection in 4-year postsecondary institutions using a nationally representative sample of U.S. young adults who enrolled in 4-year postsecondary institutions by 2006. Multilevel structural equation modeling revealed that the frequency of students’ engagement in computer-based learning activities in math classrooms had a significant and positive effect on their STEM major selection, as mediated by math self-efficacy.
Drawing upon national data and two quasi-experimental methods, this study investigates the effect of earning an associate degree prior to transfer on community college transfer students’ success at 4-year institutions. The findings indicate an overall null effect of earning an associate degree on posttransfer success.
This study estimates the impact of the use of Teach for America (TFA) by a school district on teacher vacancies reported by the district. The findings suggest that, in the Mississippi Delta, the presence of TFA significantly reduces advertised vacancies.
As the city and state takeover of schools and school districts has been actualized with the confluence of neoliberalism, hyperaccountability, and hyperstandardization, an ethos of academic excellence over everything has led to the de-prioritization of culturally relevant pedagogy. In this article, we argue that school reform models employing neoliberalism, hyperaccountability, and hyperstandardization, replete with their demands on educators of conformity, sameness, and silence, have subdued educators’ concern for culturally relevant pedagogy and made high test scores the sole entity for which educators should aim. We also argue that CRP is even more needed now, especially its focuses on cultural competence and sociopolitical consciousness, given the recent highly publicized murders of Black youth (e.g. Jordan Davis, Trayvon Martin, Renisha McBride) and their White assailants, as both parties needed a culturally relevant pedagogy.
This article examines culturally relevant pedagogy through the lens of advocacy by focusing on Black educators who serve as Educational Cultural Negotiators to help students of color in these spaces academically and socially.
In this analytic essay, the authors consider the challenges to implementing culturally relevant pedagogy in a hyper-reform urban setting. The authors use Memphis as a particular context to outline these challenges and offer a framework describing the conceptual shifts that would support culturally relevant pedagogy in this context and others like it.
This article examines teacher education programs and proposes the integration and mapping of culturally relevant pedagogy into teacher education policies and programs, curriculum and instruction, and teacher educators and candidates. We present a critical framework for promoting cultural competence, critical consciousness, and academic achievement through critical reflection, social justice action, and critical questioning.
In this discussion the author explores the possibility of culturally relevant pedagogy for African Canadian children. She argues that the goal of “culturally relevant” education for Black students within the formal mechanisms of Canadian schooling is challenging. She revisits her early ethnographic study in a majority Black k-5 school as well as two studies conducted in Illinois as visions of possibility, and exemplars of culture-centred pedagogies. She explicates the national narratives and how the official policies of multicultural and bilingualism frame the Canadian identity, one that does not include Black people. The author calls for fuller conceptualization of Blackness that complicates notions of culture in this world of transnational relationships and global migrations. Lastly, she calls for teacher to embrace the nexus of issues that students negotiate in their daily lives as part of this potentially transformative pedagogy.