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.
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.
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.
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.
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.
This study reports the prevalence of reform-aligned mathematics instruction in a sample of 1,735 lessons from 329 elementary teachers in five U.S. urban districts. We also illustrate the range of instruction in this sample by presenting case studies of teaching at high, medium, and low levels of reform alignment.
This article focuses on the Every Student Succeeds Act, which stipulates numerous provisions for supporting science, technology, engineering, and mathematics (STEM). Authors reviewed the provisions in five areas pertinent to STEM and presented recommendations to support access, equity, and achievement in STEM content areas.
In this article, the authors separate the competing effects on science achievement among four educational units: students, classrooms, teachers, and schools. They identify factors at each level critical to science achievement.
In this article we explore equity issues related to school district decision-making about students’ opportunities to learn algebra through analysis of a large-scale survey. We examine the extent to which district decision-makers for mathematics attend to aspects of equity when they make decisions about resources related to the teaching and learning of algebra.
This article uses three commonly cited criteria for evaluating whether educators should frame marriage equality as controversial following the 2015 landmark ruling in Obergefell v. Hodges that legalized same-sex marriage in the United States.
This article reports on a yearlong qualitative study of ninth graders identified as struggling readers. Analysis showed that youths tended to participate in limiting contexts that positioned them as deficient readers regardless, sometimes, of skilled, engaged reading, but when classroom contexts focused on disciplinary literacy and building trusting relationships, youths positioned themselves as readers and learners.
The authors of this article investigate the relationships among organizational supports, including mentoring, professional development, collaboration, and leadership support, provided to beginning middle school mathematics teachers; authors also explore the extent to which these teachers implement reform-oriented math instruction.
This study examines relations between fifth-grade teachers’ use of general teaching practices, such as emotional support, and mathematics-specific practices, such facilitating mathematical discourse, over the course of a school year.
This article describes five societal forces that ERODE creativity: Education, Resources, Opportunities, Diffusion, and Exaggeration. The article further suggests how we can counter this erosion.
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.
In this article, we argue that successful STEM learning depends on the conceptual, methodological, and analytical coupling of metacognition and emotions during learning about 21st-century skills with advanced learning technologies.
This study investigated the impact of two self-regulation programs among young students (Grade 5): metacognition and meta-affect versus a control group on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes.
This article describes a study aimed at examining students’ use of specific SRL processes when learning with a specially designed technology-enhanced learning environment.
This study shows that students opt to take additional math courses when they are interested in math, consider themselves skillful in math, and have high college expectations. But the motivational predictors of math course enrollment vary with students’ initial math placement.
This study investigates how expertise and formal roles relate to who is sought for advice on mathematics instruction, as measured by centrality, in 30 urban middle schools.
This study seeks to identify the individual and institutional predictors of applied STEM course enrollment in high school. A secondary aim of the study is to explore how factors of applied STEM coursetaking are affected by when students choose to take these courses.
This qualitative study examines 11 adolescent long-term English language learners’ educational experience via their voices in the context of their performances on state-mandated language and academic achievement tests.
This study addresses the link between instruction and achievement as well as the link between instruction and socioemotional development in early schooling mathematics instructional practices.
This study explores the relationships among fifth-graders’ perceived learning opportunities in school science, their perceptions of self in science, and their desire to take more science courses in middle and high school, using two different samples of students.
This study examines the speaking abilities of K–2 Hispanic ELs who were randomly assigned to an arts-based professional development program that emphasized oral English-language interactions. Additional review suggests that the activities corresponded well to Common Core speaking and listening standards, but concerns are raised that a lack of speaking assessments in the Common Core may result in a subsequent distortion of K–2 instruction.
This study uses the lenses of positive education and self-determination theory to examine features of the school environment that promote reading growth in students.
This article reports on a qualitative analysis of interviews with 122 middle-grades teachers in two large urban districts regarding their views of their students’ mathematical capabilities in relation to ambitious instructional improvement efforts.
In this article, the authors implemented a latent class analysis to study the extent to which math attitudes and self-efficacy influence careers in science, technology, engineering, and math using the Education Longitudinal Study of 2002. Authors examined these patterns for 10th grade native and non-native English speakers and followed their trajectories ten years later.
This article describes how and why youth engage in making in an after-school, youth-focused, community-based makerspace program. Using a mobilities of learning framework, authors discuss how youth appropriated and repurposed the process of making, and unpack how the program attempted to value and negotiate youths’ ways of making from an equity-oriented perspective.
This article reports the results of two related studies that investigated the effects of a 10-week reading intervention program in which culturally relevant texts were used for instruction on urban African American children’s reading achievement.