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Articles
by Brady Jones — 2018
This article explores the role of personality in teacher retention using a rich set of quantitative and qualitative measures. The author finds that despite stereotypes of American teachers as unambitious, a “special kind of ambition”—self-promotion coupled with a commitment to others—predicts a long-term commitment to the occupation.

by Susan Moore Johnson, Stefanie Reinhorn & Nicole Simon — 2018
This qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement, dedicating substantial blocks of time each week to teachers’ meetings. Teachers in those schools valued their work on teams, saying that it supported their instruction and contributed to their school’s success by creating coherence across classrooms and shared responsibility for students.

by Amanda Datnow, Bailey Choi, Vicki Park & Elise St. John — 2018
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.

by Yvonne Goddard & Minjung Kim — 2018
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.

by Juliet Wahleithner — 2018
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.

by Judi Randi — 2017
This article examines the dynamic relationship between teaching and learning in two case studies that explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching.

by Alice Ginsberg, Marybeth Gasman & Andrés Samayoa — 2017
This article explores the contributions of minority serving institutions to the production of teachers of color. The authors lay the groundwork for research in this area and put forth an agenda for future research.

by Yongmei Ni — 2017
This study compares the organizational and professional commitment of teachers in charter schools and traditional public schools and explores how these differences are associated with teacher characteristics, school contextual factors, and working conditions in the two types of schools.

by Katrina Bulkley & Jessica Gottlieb — 2017
In this article, the authors examine how those with influence in educational policy construct the idea of “teachers” and groups associated with teachers through implicit “policy images,” and how those images are reflected in policy prescriptions and policy designs.

by Chris Curran — 2017
This study estimates the impact of the use of Teach for America by a school district on teacher vacancies reported by the district.

by Jessica Thompson, Sara Hagenah, Hosun Kang, David Stroupe, Melissa Braaten, Carolyn Colley & Mark Windschitl — 2016
Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) that elevate, or fail to elevate, students’ explanatory rigor in equitable ways.

by Laura Desimone, Eric Hochberg & Jennifer McMaken — 2016
Do teacher knowledge and instructional quality grow in the first two years of teaching? Are they related to each other? The authors examine these questions with a sample of 45 middle school math teachers in their first two years of teaching, from 11 districts in four states.

by Francesca López — 2016
This study examines the relationship between teacher-reported culturally responsive beliefs and behaviors and grade 3–5 Latino students’ reading outcomes.

by Irene Yoon — 2016
This article analyzes the way that a teacher community shares stories about students in a racially and socioeconomically diverse elementary school. The narratives that emerge from the teacher community’s discourse reveal these middle-class White women teachers’ intense ambiguity about, and social distance from, their students. Implications for leadership and policy in response to this common occurrence in schools are discussed.

by Thomas Smith, Courtney Preston, Katherine Haynes & Laura Neergaard Booker — 2015
This study examines differences in instructional quality between two higher and two lower value-added high schools, as measured by the Classroom Assessment Scoring System—Secondary (CLASS-S). Based on data from classroom observations and teacher interviews, it explores (a) differences in levels of instructional quality, (b) differences in the proportions of students taking advanced courses, and (c) differences in the way teachers think and talk about their classroom challenges.

by C. Kevin Fortner, David Kershaw, Kevin Bastian & Heather Lynn — 2015
Using data from North Carolina public schools we examine the characteristics, value-added effectiveness, and retention of individuals who were teaching assistants before becoming teachers-of-record.

by Eleanor Fulbeck & Meredith Richards — 2015
In this study, authors 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.

by Elizabeth Stearns, Neena Banerjee, Stephanie Moller & Roslyn Mickelson — 2015
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.

by Danah Henriksen & Punya Mishra — 2015
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.

by Julie Cohen — 2015
Drawing on data from the Gates Foundation’s Measures of Effective Teaching project, this article raises several issues involved in identifying “high leverage” teaching practices based on their relationships with different types of student outcome measures.

by Nicole Simon & Susan Moore Johnson — 2015
This article reframes the debate about what fuels high rates of teacher turnover in high-poverty schools. After reviewing findings from past studies of turnover, it focuses on recent scholarship suggesting that teachers who leave such schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and for their students to learn.

by Gregory Palardy — 2015
This study examines the degree to which teachers and classroom context contribute to achievement gaps that develop during first grade.

by Alan Daly, Nienke Moolenaar, Claudia Der-Martirosian & Yi-Hwa Liou — 2014
In this study we use a human and social capital framework to explore the relationship between teachers’ social interactions and student achievement on an interim benchmark assessment. We test our hypothesis about the effects of human and social capital on student achievement using social network analysis and hierarchical linear modeling.

by Toni Rogat, Shelly Witham & Clark Chinn — 2014
Our purpose is to enrich current conceptualizations of autonomy support that remain constrained by the context of study and by the limited available descriptions of teacher enactment. Toward this end, we richly describe teachers’ provision of academically significant autonomy support within an inquiry-based science curricular context to incorporate higher quality differentiations.

by Drew Gitomer, Courtney Bell, Yi Qi, Daniel McCaffrey, Bridget Hamre & Robert Pianta — 2014
Using an observation protocol designed to measure classroom interactions, we find that the quality of instructional and emotional support in algebra classrooms is much weaker than classroom organization. These differences parallel observers’ relative strengths and weaknesses in reliably evaluating practice. Our finding that certain aspects of teaching are carried out better than others and observed with more consistency has implications for the evaluation and improvement of teaching.

by Min Sun, Anne Garrison Wilhelm, Christine Larson & Kenneth Frank — 2014
This study examines how middle school teachers’ networks influence their mathematical knowledge for teaching (MKT) and instructional practices. We also examined how mathematics coaches’ expertise, in the form of MKT, plays a role in augmenting the extent to which teachers learn through interacting with close colleagues. Drawing on longitudinal data from a larger NSF-funded project that has worked with 29 middle schools in four large, urban districts, we used multilevel linear models with cross-level interaction effects and in-depth sensitivity analyses of the effects of close colleagues and coaches. Our results show that changes in teachers’ instructional practice were positively related to their access to instructional expertise through interactions with close colleagues. But we did not find a similar significantly positive association between changes in teachers’ MKT and access to their close colleagues’ MKT expertise. Rather, coaches’ MKT expertise positively moderated the extent to which teachers learned MKT from their close colleagues through seeking advice on teaching mathematics; that is, having an expert coach in the school enhanced the MKT learning opportunities that teachers had from interacting with close colleagues. Results from this study shed light on how to support teachers’ on-the-job learning and successfully implement ambitious instructional reforms in schools.

by Annalee Good, Patricia Burch, Mary Stewart, Rudy Acosta & Carolyn Heinrich — 2014
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.

by Christy Wessel Powell — 2014
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.

by Spyros Konstantopoulos & Anne Traynor — 2014
The authors employed multilevel and instrumental variables models to examine class size effects on fourth graders’ reading achievement in Greece. The results indicated a positive association between class size and reading achievement, but the association is overall insignificant, especially when classroom and school variables were taken into account.

by Erika Kitzmiller — 2013
This article presents and analyzes a variety of approaches that teachers in a struggling urban school used after a violent teacher attack ushered in a culture of chaos and fear throughout the school. As this paper suggests, many of these approaches failed to generate the authority necessary to restore student engagement and the relational trust between teachers and students that they had lost following this incident. At the same time, one teacher implemented an approach that allowed him to reclaim his authority, repair the teacher-student relationship, and increase student engagement in his classroom. Drawing on various theories about power and authority in schools, I argue that the degree to which these different approaches created engaging learning environments and restored a meaningful teacher-student relationship depended on whether students recognized a teacher’s authority as legitimate.

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