Using social network analysis, critical policy studies, and literacy theory, this study analyzes the network of policy actors involved in the campaign to pass a charter school initiative in the state of Washington. This study finds that through a combination individual donations and the support to key local organizations provided by their affiliated philanthropic organizations, a small group of wealthy individuals leveraged a disproportionate amount of influence over the direction and outcome of the charter school initiative in the state of Washington, particularly relative to the average Washington voter.
After decades of research that repudiates the thesis of Asian Americans as model minorities, the visibility of Asian Americans in higher education continues to reinforce essentialist paradigms about their presumed success. This article presents the most recent educational pipeline for Asian Americans while examining disparities in attainment across race, class, gender, citizenship, and earning power as a method to further policy discussions on education and civil rights.
This article draws interview data from three community colleges in Virginia to articulate the largely unspoken expectations, behaviors, and attitudes to which community college students must adhere if they are to be successful.
This article examines the challenges and promises of complexity theory as a theoretical framework for teacher education research.
How do we account for the persistent difficulty the u.s. community of science has in educating larger numbers of talented and diverse undergraduates? We argue that the problem lies in the community’s single-minded focus on scientific subject matter and individual motivation, to the profound neglect of social relations—particularly trust. Ee report a linked, two-part, longitudinal study: (i) structural models documenting a dialectic wherein trust bolsters motivation and achievement in science, particularly among traditionally underserved undergraduates enrolled in a supplemental, federally-funded program aimed at diversifying representation in science; and (ii) an evaluation documenting the federal program’s “added value” in promoting trust between diverse undergraduates and their university mentors. In sum, trust is measureable, producible in undergraduate science education, and matters, most particularly for students who are members of groups historically underrepresented in the sciences.
Commonly applied criteria for generalizing that focus on experimental design or representativeness of samples of the population of units neglect considering the diversity in the targeted populations of interest and uses of knowledge generated from the generalization. This paper (a) articulates the structure and discusses limitations of different forms of generalizations across the spectrum of quantitative and qualitative research; and it (b) argues for an overarching framework that includes population heterogeneity and uses of knowledge claims as part of the rationale for generalizations from educational research.
This study of 35 social studies teachers in Singapore focuses on constraints to the teaching of controversial topics and the manner in which teachers navigate their personal beliefs amidst the evolving contours of public and official discourses. The findings illustrate how the state's power to define conventional values and demarcate the discursive spaces of teachers can both limit a teacher's capacity to discuss controversial topics in class and, paradoxically, provide more freedom for them to address controversy in the classroom.
This article presents findings from a research study to determine predictors of elementary-school teachers’ use of research-based instructional strategies with English Language Learners.
From the perspective of stakeholders in military-connected school districts, this qualitative study examines the educational needs, challenges, and strengths of military-connected students. Existing school- and community-based supports as well as recommendations for future research on military-connected schools and students are identified.
This article examines the Westinghouse Science Talent Search over its first sixteen years. Although the contest’s organizers emphasized its meritocratic quality, the selection process that it employed systematically discriminated against certain students. Ultimately, the Science Talent Search reflected social and cultural forces that shaped the science professions, and may have represented a lost opportunity to make scientific training more meritocratic.
This study examines the empirical link between teachers’ perceptions of principal support for change and teachers’ reports of the degree of collaboration and communication with one another around literacy in Reading First schools. Multilevel analyses showed a significant and positive association between principal support for change and the degree of collaboration and communication.
This article reviews the contemporary literature on the structure and correlates of student engagement, and proposes a robust yet practitioner-friendly conceptual framework for better understanding how student engagement in the classroom can be fostered. Numerous research-based practical suggestions are provided for applying this framework in classroom settings.
This article provides an analysis of movies at the intersection of race, gender, and dis/ability with particular attention to how Black, dis/abled males are represented through master narratives about Black males that interpenetrate with dis/ability tropes. At the focus of this analysis are movies such as Unbreakable, Source Code, Avatar, and Hancock. The framework of critical race studies in education (CRSE), critical race theory in particular (CRT), with critical dis/ability studies (CDS) helps to flesh out how commonly recycled tropes are used to construct intersectional narrative threats about black males around the themes of dysfunction, marginalization, and miscegenation. These narratives are discussed through the added metaphors of space and race, and presence in absence. Implications for the education of Black males and special education are discussed and recommendations for educators and educational researchers are provided.
This paper explores to what extent central office administrators lead meetings of principal professional learning communities in ways that promise to strengthen principals’ development as instructional leaders and the conditions that help or hinder administrators in the process.
This study analyzes the association between the presence of old for grade and retained peers and the propensity for seventh-graders to engage in deviant behaviors in school. We also examine the propensity of students to receive an out-of-school suspension, one of the more severe consequences for disciplinary infractions. Consistent with peer influence theories of adolescent behavior, we find that students who attend school with many old for grade or retained students are more likely to commit offenses in school and to be suspended. Furthermore, we find that the vulnerability of students to these peer influences on behavior tends to vary by age, gender, race, and retention status.
This study examines whether students’ enrollment in the Chicago Public Schools (CPS) International Baccalaureate (IB) Diploma Program improves their ACT composite scores, probability of high school graduation, and probability of college enrollment. Using data on the IB enrollment status of 20,422 students attending thirteen 13 CPS high schools from 2002-2008, I estimate that IB enrollment increases students’ ACT scores by as much as 0.5 standard deviations and their probability of high school graduation and college enrollment by as much as 17 and 22 percentage points, respectively. Though selection bias may contribute to overstating the estimates, the conclusion from the sensitivity analyses is that it is unlikely that this internal-validity challenge negates the principal finding.
Nearly 60 communities nationwide have been awarded Promise Neighborhoods grants from the U.S. Department of Education. This article uses a case example approach to illustrate how variations in trust between and among parents, school staff, and community institutions in one Promise Neighborhood may hinder or facilitate the success of the initiative.
This article explores how educational researchers can use meta-analysis to “power-up” the findings of their existing, small-scale qualitative research studies. By triangulating data from three independently conducted studies of academically at-risk college students, this research contests “time-to-degree” as a valid criterion for measuring academic success in college.
This paper examines the character and quality of instruction in afterschool tutoring programs mandated under No Child Left Behind. It draws upon a mixed-method, longitudinal study to examine the nature of the instructional setting to suggest reasons for a lack of significant effects on academic achievement.
This article explores how biographical data on grit, a disposition toward perseverance and passion for long-term goals, explains variance in novice teachers’ effectiveness and retention.
We use the Education Longitudinal Study of 2002, a nationally representative sample of high school sophomores, to examine patterns of social engagement in friendships and extracurricular activities among racial/ethnic minorities and immigrant adolescents. Results show that racial/ethnic minority adolescents, as well as first- and second-generation adolescents, are less engaged in friendships than their third-generation White counterparts, and there is no clear pattern of advantage or disadvantage in extracurricular activity participation.
This article examines the social production of racial identity for four White men and explores how their racial identities were dependent on relations with real and imagined racial others.
This research uses survey and interview data to examine viewers’ reactions to the film Waiting for “Superman.” Audience members include teachers, pre-service teachers, and other educational stakeholders.
In this article, documented accounts of evidence-based program renewal in two teacher education programs are interpreted through the lens of Cultural Historical Activity Theory (CHAT).
In evaluating the deleterious effects of missing in-school time, empirical research has almost exclusively focused on absences, and the scant amount of empirical literature on tardiness has focused on academic achievement. Hence, this study contributes novel insight in two capacities: the effects of tardy classmates and the effects on socio-emotional outcomes.