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.
In this paper we explore the Kenyan government’s engagement with LFPSs, document and assess the impact of this support on the behavior of LFPS and clarify key actor perspectives and responses within this context.
This article reports on a qualitative analysis of interviews with 122 middle-grades teachers in two large urban districts regarding their views of their students’ mathematical capabilities in relation to ambitious instructional improvement efforts. Findings indicate that it is crucial to attend to teachers’ views of students’ mathematical capabilities in the context of reform along two dimensions: how teachers make sense of students’ difficulty and how teachers can support students facing difficulty in participating substantially in rigorous mathematical activity.
This study examined the service provision practices of a bilingual school for ELLs with special needs and how these practices shaped the educational opportunities of these students.
Drawing upon Bronfenbrenner’s bioecological model of development, we investigate how key process, person, and contextual factors concurrently explain the incidence of chronic absenteeism among kindergarteners in the U.S.
This article examines the measurement, antecedents, and consequences of social capital in high schools. Results indicate that social capital can be measured as an organizational characteristic and that social class predicts less than half of the variation in social capital, while the level of social capital characterizing schools is a strong predictor of achievement in high schools.
We document recent trends in urban, suburban, and exurban metropolitan segregation and examine the impact of changes in racial/ethnic diversity on changes in metropolitan segregation between 2002 and 2012.
In this article, we implemented a latent class analysis to study the extent to which math attitudes and self-efficacy influence careers in science, technology, engineering, and math using the Education Longitudinal Study of 2002. We examined these patterns for 10th grade native and non-native English speakers and followed their trajectories ten years later.
Evidence regarding the reliability and validity of value-added teacher rankings, evidence that National Board for Professional Teaching Standards teacher certification is a reliable measure, but a weak predictor, of gains in student performance, and evidence from a path analysis suggest reasons to question the prevailing view that the contribution of teachers to student performance is the largest factor influencing student achievement.
This article demonstrates that despite ambiguities contained in the Supreme Court’s 2006 Garcetti v. Ceballos ruling, both Democratic and Republican U.S. Courts of Appeals appointees have been voting in a more pro-employer direction following that decision; the authors attribute Garcetti’s effect to “doctrinal signaling;” that is, judges using trends in Supreme Court decision making as an interpretive tool in deciding cases. The authors suggest possible remedies for this curtailment in free speech rights through state legislative initiatives and enforcement of state constitutional rights.
This article investigates the use of Lesson Study and its impact on teachers and students in a time of tension and high-stakes accountability.
This article takes a unique approach methodologically (qualitative longitudinal research) and conceptually (individualism and collectivism socialization and critical race feminism) to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities. In this examination, we found that particularly on campuses where Black women were marginalized and isolated, being able to find and use their voices was crucial for them to successfully navigate their faculty roles.
This paper is a first attempt to articulate a framework that pushes the field a bit further into the details of transforming a promising set of ideas, the NIC concept, into actual execution. In specifying the framework, we argue that a firm foundation for network initiation is laid through the strategic actions of a network initiation team. By attending to the five domains of activity specified in our framework, initiation teams can catalyze the development of an organizational structure that accelerates educator capacity to learn from practice and build a professional knowledge base that enables the field to tackle complex educational problems. By calling attention to the multiple key processes in NIC initiation, we acknowledge the challenges associated with network formation and provide a starting point for both practitioners and researchers seeking to deepen this work.
In light of increasingly common, non-traditional pathways to college enrollment and the potential importance of post-secondary education for familya wellbeing, this article examines mothers’ college enrollment in their child’s first 9 years among a cohort who gave birth in 1998.
This article reports the results of two related studies that investigated the effects of a 10-week reading intervention program in which culturally relevant texts were used for instruction on urban African American children’s reading achievement.
This article documents the growing disparity in program quality between Migrant and Seasonal Head Start and Head Start overall and argues that the growing teacher qualifications gap documented o This article documents the growing disparity in program quality between Migrant and Seasonal Head Start and Head Start overall and argues that the growing teacher qualifications gap documented between Head Start programs is Head Start policy related. between Head Start programs is Head Start policy related.
In this article, authors 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.
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.
This article outlines the “politicized caring” approach that characterized the teacher–student relationships in a district-sponsored program for adolescent African American males. 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.