Drawing on the history of research on teaching creativity and on arts education, the article argues that the best way to teach for creativity is to transform domain specific education, in each subject area. This requires schools to change the way each subject is taught, so that learning outcomes support the learner’s ability to create within each specific subject. The most effective learning environments are characterized by emergent, improvisational, and collaborative pedagogical structures.
This paper argues that creativity is best viewed in terms of significant achievement and that such achievement is best developed through promoting critical inquiry.
The field of urban education knows little about the role of suburban mayors in political fragmentation, or division into smaller organizational units, of multi-city suburban school districts, particularly in relation to contemporary mayoral control activity in central cities. This article reports on a mixed method study that examined the interplay of political, fiscal and demographic dynamics that contributed to the split of a large, U.S., suburban school district. The authors found that rapid demographic and financial shifts in school districts shared by multiple suburban cities can catalyze secession activities. Strong city mayors were a key force propelling division and modifying district governance structures through heightening the prominence of city borders and local control, even when the threats were neighboring middle class cities. The authors conclude that these practices of division and appropriation by cities and their leadership will only diminish democratic process of school governance and exacerbate social-class and racial segregation.
The purpose of this research is to seek insights into teachers’ experiences as they implement garden-based learning. Our results add to existing frameworks describing the relationship between the teacher and the curriculum specifically in the garden-based learning context.
This article describes practices that distinguish elementary schools whose ethnically and linguistically diverse students consistently exceed expectations on English language arts assessments. Results of the multicase study show that higher achievement correlates with policies and practices that are coherently supported and sustained across classroom, school, and district levels.
This article develops the significance of James Baldwin’s thinking for teacher education. In particular, the article develops Baldwin’s thinking on three interrelated themes: white innocence, fear, and love. The article concludes by arguing that Baldwin’s thinking—particularly his thinking on love—should be given more sustained attention by educators, especially teacher educators.
This paper examines the influence of students’ self-efficacy and expectation, as well as the expectation and encouragement they received from parents and high school teachers on their decisions to major in, complete a degree, and pursue a career in STEMM.
To allay public concerns that state exit examination mandates might unfairly hinder some students’ educational attainment prospects, most states with exam requirements offer alternative routes to graduation for all students. This study probes the relationship between various exam difficulty-alternative route policy combinations and the subsequent attainment outcomes of tenth-graders.
This paper draws on a comparative case study of six classrooms in two International Baccalaureate schools to highlight conflicting teacher practices related to global education. One set of teacher practices demonstrated a fixed orientation to global education, acknowledging the global experiences, multiple languages, and variety of viewpoints that students brought into the classroom; other teacher practices exemplified a fixed orientation towards global education, ignoring the variety of student experiences, languages, and viewpoints in the classroom.
In this study, we use data from 2006 to 2010 to examine the impact of school-based financial incentives on patterns of teacher mobility, focusing on teachers' strategic moves. Our findings suggest program participants tend to make more strategic moves to high value schools than their non-participant peers. However, these moves tend to be to schools that have high performance and growth in achievement, and not to schools that receive incentives for serving low-income populations.
This mixed-methods study describes the changing social networks of adolescents participating in an extracurricular dual-language program.
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.
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.
This paper explores print media coverage of the early years of the charter school debate in the United States.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.