This article details an experiment in which a broad and diverse range of information about schools was assembled and presented to stakeholders in a small urban district. Using a modified deliberative polling experience, authors assessed how participants responded to a new, more comprehensive set of school performance information. They found that when users of the new data system evaluated unfamiliar schools, they expressed not only more confidence in their own knowledge, but also in the quality of the schools.
This article examines how local and national media sources framed early childhood educational policy in the case of the scale-up of Universal Pre-Kindergarten in New York City. Using rhetorical analysis, the authors identify the key narratives used to frame the scale-up of UPK, and examine what implications this framing has for public understandings of early childhood educational policies and practices.
In this article, I explore the differences across parental narratives about school choice among an often-overlooked population—defaulters (sometimes called “nonchoosers”). To better explain how people come to the default option, I examine families’ inclination to choose, capacity for choice, and school preferences to create a framework of defaulters.
This article examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the context in which they work.
This study explores the ways in which emerging Hispanic-Serving Institutions, or those postsecondary institutions that enroll between 15% and 24% Latina/o college students, contribute to civic engagement for diverse college students. Findings show that students’ perceptions of their academic validation and of a curriculum of inclusion in the classroom, as well as their involvement in campus-facilitated diversity programs, positively predict their civic engagement.
This article draws from the literature on cross-boundary leadership, relational leadership, and relational trust, and qualitative data from a multiple case study to explore the role of principals in the administration of full-service community schools. These schools rely on family engagement and community partnerships to provide extended services and learning opportunities for children and youth in low-income, ethnically diverse communities.
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.
This study examined whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s. Our findings suggest that gaining computer access in the late 1990s/early 2000s was associated with greater mathematics achievement. The findings may help researchers understand potential influences of media that are currently popular.
This article examines the implications of using different theories concerned with social justice to interpret first generation Quechua (indigenous) students’ voices for responsive education policy.
In this article, the authors draw from Feagin’s (2010) conceptual framework, the White racial frame (WRF), to analyze school leadership practice and ways in which the WRF emerges and shapes leaders’ work with teachers.
This study explored the development of holistic school leadership—an approach where principals lead schools through the systems thinking concept and procedures—over principals' different career stages, a topic that has received little research attention.
This historical analysis examines the parenting experiences of John Dewey and his wife Alice as they raised their son Sabino, an adopted child with a physical disability. The paper illuminates the medical and political challenges confronted by the family and concludes with an initial exploration of how this experience might have influenced Dewey’s political thought and action.
This study investigates possibilities for placing community college students in mathematics courses using a holistic set of measures beyond placement tests. These include academic background measures such as high school grades and math courses taken and noncognitive indicators of motivation, time use, and social support.
This qualitative study follows 18 Chinese international undergraduates over a year to investigate strategies they used to cope with challenges in U.S. colleges. Findings reveal fluid responses to intersecting and changing sociocultural expectations, thus contesting stereotypes around Chinese students and illuminating implications for college policies.
This article captures the pedagogical practices, cultural work, and educational advocacy employed by youth workers at a community-based educational space engaging Black youth.
In this study, we used data from the Education Longitudinal Study of 2002 to determine if the way in which researchers define first-generation college students (FGCS) matters with regard to its connections to the postsecondary aspirations and actions of students. We find that FGCS face deficits relative to non-FGCS in aspirations and enrollment and that the associations vary considerably by how FGCS is defined.
This article reports a large-scale qualitative study that analyzed data from more than 4,400 learners who participated in one or more of 10 highly rated MOOCs. Six key factors that can engage online students and nine reasons for student disaffection are discussed.
This study explores how student health directors at HBCUs promote policies and practices that are attuned to the health of their gay and lesbian students and the conditions that are developed to cultivate a student health center that not only addresses students’ physical health but also reaffirms these students.
This article describes a 4-year project spanning the development and trialing of the School Renewal Profiling Tool (SRPT). The development of the SRPT was informed by a sociocultural theoretical framework that built on the work of Harré’s concept of the Vygotskian space and Lave and Wenger’s notion of situated learning to explore a learning-based approach to school renewal.
In this article, authors show how elite parents collectively use cultural, social, and symbolic capital to challenge a school district plan to change attendance boundaries.
This study uses five case studies to examine high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Survey results from 171 teachers indicate the experiences of the five cases are generalizable to a larger population. Findings highlight the need for more attention to writing instruction in preservice and inservice teacher development.
This study examines the way in which 15-year-old 9th and 10th grade Trindiadian bidialectal adolescent youth self-identified linguistically on the 2009 Programme for International Student Assessment (PISA) literacy assessment and explores their reading, math, and science literacy performance based on their self-identification as native English and non-native English speaking students. Findings showed large and significant differences between “self-identifying native” and “self-identifying non-native” speakers of English, with higher mean scores for the former group in all three assessed areas of literacy as measured in English.
This article analyzes the experiences of preservice Teachers of Color using critical race theory and Whiteness as property to relate the idea of science as White property. The preservice teachers discuss the saliency of race and racism in terms of their past experiences with science in school and their relationship with an African American female science professor in allowing them to gain property rights to learning and teaching science.
The results of this study confirm a statistically significant positive effect of teacher collaboration on teachers’ reported differentiated instruction use and in turn the influence of differentiated instruction on teachers’ sense of efficacy. The results are potentially significant for researchers and practitioners interested in approaches to improving teacher practices and strengthening efficacy beliefs.
This article presents a novel reflection-based tool for promoting teachers’ lesson planning and monitoring by increasing awareness of goals, activities, discrepancy cues, and time management. It qualitatively examines the scaffold’s value for promoting metacognition in two cases of expert teachers: in secondary schools and in teachers’ professional instruction.