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Articles
by Lewis Wasserman & John Connolly — 2017
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.

by Vicki Collet — 2017
This article investigates the use of Lesson Study and its impact on teachers and students in a time of tension and high-stakes accountability.

by Jennifer Russell, Anthony Bryk, Jonathan Dolle, Louis M. Gomez, Paul Lemahieu & Alicia Grunow — 2017
Authors of this article lay out a framework that transforms the concept of a Networked Improvement Community into an actionable plan. They acknowledge the challenges associated with network formation and provide a starting point for both practitioners and researchers seeking to deepen this work.

by Celia Anderson, Erika Bullock, Beverly Cross & Angiline Powell — 2017
In this analytic essay, the authors consider the challenges to implementing culturally relevant pedagogy in a hyper-reform urban setting. The authors use Memphis as a particular context to outline these challenges and offer a framework describing the conceptual shifts that would support culturally relevant pedagogy in this context and others like it.

by Thomas Smith, Marisa Cannata, Lora Cohen-Vogel & Stacey Rutledge — 2016
This introduction frames this yearbook on high school reform, implementation, and scale, and outlines why it is important to understand these perspectives. The four main sections of the issue are introduced and situated within the existing research literature.

by Joseph Murphy — 2016
This article describes the evolution of political, social, and economic environments that affect secondary education in the United States over four centuries. Historical analysis and an equilibrium model of organizational change are used to guide the discussion.

by Leslie Siskin — 2016
This paper explores a distinctive aspect of International Baccalaureate’s effort to scale up in Title I schools. The effort reflects what we call mutual adaptation in action.

by Sam Stringfield, David Reynolds & Eugene Schaffer — 2016
Data from a 15-year, mixed-methods study of all 11 secondary schools in one British local authority demonstrate the value of adopting High Reliability Organization principles.

by Donald Peurach, Sarah Lenhoff & Joshua Glazer — 2016
This analysis examines developmental evaluation as an approach to analyzing school improvement networks as “learning systems” able to produce, use, and refine practical knowledge in large numbers of schools.

by Lora Cohen-Vogel, Marisa Cannata, Stacey Rutledge & Allison Socol — 2016
This article describes the continuous improvement model used by the National Center on Scaling Up Effective Schools to boost performance among urban high schools.

by Mark Berends & Kristi Donaldson — 2016
This paper examines differences in students’ mathematics test score gains between charter and traditional public school classrooms, focusing on the distribution and organization of students into ability groups between sectors. Grounded in market and institutional theory, our multivariate analyses reveal that the increasing inequality in mathematics gains between high- and low-ability as well as between mixed- and low-ability students is a pattern that is prevalent not only in traditional public schools, but in charter schools as well.

by Rand Quinn, Carrie Oelberger & Debra Meyerson — 2016
We apply insights from recent scholarship on ideas as mechanisms for change to analyze the early diffusion of the charter management organization (CMO), a recent reform effort in the charter school movement. We argue that the CMO form benefited from and was advanced by widely held ideas underscoring the importance of scale.

by Girija Kaimal & Will Jordan — 2016
This paper examines data from a four-year study of a comprehensive incentives program for school improvement in 12 charter schools in a large urban school district.

by Tyrone Howard, Ty-Ron Douglas & Chezare Warren — 2016
This brief presents the most significant recommendations based on a review of key findings from research presented in this special issue. The authors offer what they believe to be the most important considerations of what works for improving Black male school achievement in the domains of research, practice, and policy.

by Wayne Journell — 2016
This article analyzes the act of teacher political disclosure using both the democratic and interpersonal aspects of Foucault’s notion of parrhēsia.

by Jacob Neumann — 2016
This article analyzes the effects of mandated accountability testing, teachers' knowledge and beliefs, and teachers' milieu on the work of four social studies teachers in one middle school in Texas. The article argues that more comprehensive and holistic research efforts are needed for researches to be able to more fully understand and communicate to readers the combination of factors that impact teachers' work.

by Andrea Bingham — 2016
Despite the increased popularity of blended learning in K–12 contexts, relatively little research exists that examines teachers’ instruction in high-tech blended schools. Drawing on cultural historical activity theory (CHAT) to identify and explore the contextual factors influencing teachers’ work, this article traces how teachers' roles and instructional practices develop throughout the first year of a blended learning school.

by Janelle Scott — 2015
This chapter examines the charter school policy and planning network and how this network is helping to grow urban charter schools and related advocacy organizations across the United States.

by Jamel Donnor — 2015
Using Howard Winant’s racial dualism theory, this chapter explains how race was discursively operationalized in the recent U.S. Supreme Court higher education antiracial diversity case Fisher v. University of Texas at Austin.

by Lara Perez-Felkner — 2015
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.

by Daisy Rooks & Carolina Bank Muñoz — 2015
This paper explores print media coverage of the early years of the charter school debate in the United States.

by David Meens & Kenneth Howe — 2015
This article examines the NCLB Act and its underlying reform agenda of increased “accountability” and “choice” in light of its consequences for education policymaking and democratic education.

by Ben Kirshner & Antwan Jefferson — 2015
We synthesize scholarship about participatory democracy, youth–adult partnerships, and thirdspace in order to develop guiding principles for an inclusive and democratic approach to improving schools.

by Tina Trujillo & Michelle Renée — 2015
This article evaluates the tensions with democratic education inherent in the federal School Improvement Grant program’s market-based school reforms. The paper culminates in a set of recommendations that are intended to re-center the purposes of public education for low-income students, students of color, and local communities in developing more equitable, democratic school turnarounds.

by John Rogers, Chris Lubienski, Janelle Scott & Kevin Welner — 2015
This article tracks the emergence of parent trigger policies, considers the political and financial forces that have supported the parent trigger movement, and examines evidence concerning the potential of this approach for improving schools, empowering parents, and enhancing democracy.

by Larry Cuban — 2015
This commentary answers two questions: (1) Do the articles in this issue make the case that the democratic principles and practices the authors champion have been damaged by the standards-based, testing, and accountability regime of the past three decades? and (2) In light of the historical absence of these principles and practices in mainstream U.S. public schools, why raise these arguments now?

by Harvey Kantor — 2015

by Tina Trujillo & Kenneth Howe — 2015
Introduction to the special issue of Teachers College Record

by Kathleen Nolan — 2015
This article develops the concept and provides an illustrative portrait of teachers’ care-based resistance practices in the context of neoliberal school reform. Data presented come from a critical ethnographic study of policy enactment in an urban high school experiencing high levels of school reform.

by Jerusha Conner, Rachel Ebby-Rosin & Amanda Brown — 2015
The introduction to the volume offers a definition of student voice, a discussion of the philosophical and theoretical warrants for it, a brief summary of the history of the student voice movement in the United States, and a synopsis of extant research on the topic. It also describes the rationale for the volume, reviews the volume’s structure, and previews its 13 chapters.

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Book Reviews
by Michael A. Gottfried & Gilberto Q. Conchas (Eds.)
reviwed by Rosalind Raby — 2017

by Barton J. Hirsch
reviwed by Lisa Flores & David Diaz — 2017

by Jim Horn
reviwed by Bryant Jensen — 2017

by Jacqueline Baxter
reviwed by Laurence Parker — 2017

by Chester E. Finn, Jr., Bruno V. Manno, and Brandon L. Wright
reviwed by Stephen Kotok — 2017

by Paul E. Lingenfelter
reviwed by Wenfan Yan & Yumei Han — 2017

by Megan E. Tompkins-Stange
reviwed by Kathleen deMarrais & Elizabeth Pope — 2016

by Robert A. Fox & Nina K. Buchanan (Eds.)
reviwed by Brian Lightfoot & Terrenda White — 2016

by Bruce A. Jones & Anthony Rolle
reviwed by David DeMatthews & Becca Gregory — 2016

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