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by Sabina Vaught — 2019
This article conceptualizes “vanishment” as a form of school-based, state punishment through ethnographic stories from inside a juvenile detention center school.

by David DeMatthews & Rebecca Tarlau — 2019
When schools focus narrowly on issues of student achievement and other district priorities, they may limit their school’s potential in meeting the diverse needs of students, families, and communities. In this article, we examine how principals engage in activism and recognize and take advantage of political opportunities to facilitate social change in their communities.

by Ebony McGee, Derek Griffith & Stacey Houston II — 2019
In this research, we found that Black Ph.D. students and postdoctoral researchers in engineering and computing departments framed the stress and strain of their STEM doctoral experiences through the lens of race. Their experiences in these settings not only led them to question their abilities and fit within their doctoral programs but also gave them the sense that they had to work twice as hard as their non-Black peers to survive the doctoral program.

by Sabina Neugebauer, Megan Hopkins & James Spillane — 2019
This study integrates social capital and social cognitive theories to frame an investigation of the social sources that contribute to teachers’ self-efficacy over time, and explores how social interactions that vary in their relationship with and proximity to instruction influence teachers’ developing self-efficacy. Study findings indicate that school systems and schools should invest in supporting social interactions that focus on direct and targeted opportunities to learn about specific practices and teaching episodes instead of less direct and more generic interactions around educational practice.

by Kirsten Hextrum — 2019
Drawing on 47 life history interviews with Division I student-athletes, this paper questions the extent to which college sports offer meritocratic mobility. Findings reveal a sports-track-to-college pipeline and a correspondence between White middle-class communities and greater access to elite universities via athletics.

by Timothy Patterson & Jay Shuttleworth — 2019
This study analyzes historical portrayals of enslavement in 21 recently published books for elementary students. Informed by critical race theory, our findings suggest elementary teachers will be presented with a more complicated set of options when selecting among historical children’s literature than previously documented by researchers.

by John Wills — 2019
This paper examines how teachers’ understandings of race and racism, which informed their use of curricular materials, and the content, focus, and framing of race and racism in the formal curriculum shaped the inclusion and representation of race and racism in the enacted U.S. history curriculum in their classes.

by Xueli Wang, Ning Sun, Brit Wagner & Brett Nachman — 2019
This descriptive phenomenological study explored how 2-year college students participating in STEM classes and programs perceive themselves as learners. Results indicate that self-perceptions as 2-year college STEM learners are deeply intertwined with self-perceptions as mathematics learners, constantly evaluated and reevaluated in relation to others, driven by an internal process of recognizing the rewards and negotiating the challenges of studying STEM, and shaped by an external process of validation.

by Mica Pollock, Susan Yonezawa, Hilary Gay & Lilia Rodriguez — 2019
In this article, the authors offer an empirically informed conceptual framework supporting the next research on (and innovation of) equity-minded “blended” classroom practice. They present seven in-person “teacher roles” that low-income youth and their teachers deemed necessary for supporting students as they used computer-based materials.

by Amanda Kulp, Lisa Wolf-Wendel & Daryl Smith — 2019
This study of associate professors at four-year higher education institutions uses national survey data to predict the degree to which associate professors are clear about their prospects of promotion to the rank of full professor.

by Liliana M. Garces & Darkhan Bilyalov — 2019
This study examines how key institutional actors charged with implementing diversity-related policies and practices understand the influence of legal developments around affirmative action, and the institutional responses to these developments, on their efforts to support racial and ethnic diversity. Findings point to the importance of intentional efforts to implement diversity policy through a race- and racism-conscious lens, develop narratives that counter distorted narratives about racial discrimination, and address legal terms and definitions that do not reflect a realistic understanding of inequality or discrimination.

by Jihyun Kim, Min Sun & Peter Youngs — 2019
This study examines how teachers’ perceived legitimacy of teacher evaluation policies influences changes in their instruction and which school supports shape such perceptions.

by Christopher DeLuca, Angela Pyle, Suparna Roy, Agnieszka Chalas & Erica Danniels — 2019
The purpose of this scoping review is to critically examine three kindergarten traditions––Reggio Emilia, Waldorf, and Montessori––to develop a common understanding of key tenets for kindergarten assessment. Each of these traditions provides important insights toward developmentally appropriate assessment practices that can be adapted (not directly applied) to standards-based contexts of education in the United States and elsewhere.

by Jay Plasman, Michael Gottfried & Cameron Sublett — 2019
This study examined the relationship between career and technical education coursetaking (CTE) in high school and CTE in college. Analyses are broken down between 2- and 4-year colleges as well as across specific clusters of CTE.

by BetsAnn Smith — 2019
This article reports an examination of school leadership organized as a network of formalized teacher-leader roles that blend teaching with instructional and managerial leadership. It argues that formal and embedded teacher-leader networks may have more potential to support teachers and school improvement than coaching roles or informally distributed leadership.

by Michael Gottfried & Cameron Sublett — 2019
This study examined whether older versus younger kindergarten entry age links to differences in academic achievement for children who start school with a disability. Older entrants with disabilities had many fewer instances of problem behaviors and higher instances of social skills compared to those children with disabilities who began school at a younger age, though these findings were short-run, with little evidence extending beyond first grade.

by Bryan Mann & Stephen Kotok — 2019
This study examines student enrollment patterns within cyber charter schools in Pennsylvania, a state where elected policymakers tend to view choice as a means for school improvement. The findings suggest that despite the more accessible choice sets inherent to the online nature of the cyber charter school sector, enrollment stratification persists along student demographics and feeder district traits. These patterns lead to unequal access to higher performing online schools.

by Richard Lofton, Jr. — 2019
This study illuminates how African American parents whose children attended a racially diverse middle school made sense and came to terms with academic placement, neighborhood inequalities, and forms of agency.

by Tina Durand & Margaret Secakusuma — 2019
This article examines classroom teachers’ perspectives on their role in engaging diverse parents, and their contradictory positioning in facilitating more egalitarian partnerships with families in the climate of high-stakes accountability within urban public schools.

by Karen Kozlowski & Douglas Lauen — 2019
This article examines why performance incentives have not worked in American schools. Using qualitative interviews and focus groups with teachers across North Carolina, the authors argue that performance incentives rest on a set of flawed assumptions about what motivates and improves teacher effectiveness.

by Anthony Buttaro, Jr. & Sophia Catsambis — 2019
Using data from a national study of kindergartners who were followed up to the eighth grade, this article provides the first evidence for potential long-term consequences of ability grouping in the early grades. It examines the degree to which within-class ability grouping for reading instruction in kindergarten through third grade predicts reading test scores and English coursework up to the eighth grade.

by Robert Kelchen — 2019
The article examines the extent to which public colleges use the additional revenue gained from enrolling higher percentages of nonresident students, who typically pay higher prices, to make college more affordable for in-state students.

by William Zahner, Suzanne Chapin, Rich Levine, Lingjun He & Robert Afonso — 2019
This study investigates the affordances of two contrasting pathways into teaching secondary mathematics through examining the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers who entered teaching via two preparation programs focused on staffing high-need schools in the same region.

by Margaret Evans, Rebecca Teasdale, Nora Gannon-Slater, Priya La Londe , Hope Crenshaw, Jennifer Greene & Thomas Schwandt — 2019
To investigate if and how teachers connect student performance data to their instruction, researchers observed teams of 3rd-5th grade teachers, to make meaning of student performance data.

by Hajime Mitani — 2019
This study examines the impact of No Child Left Behind sanctions on principal turnover using longitudinal administrative and detailed school-level assessment and adequate yearly progress data from the Missouri Department of Elementary and Secondary Education.

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