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by D. Brent Edwards Jr. & Stephanie Hall — 2018
This article sheds light on teacher management and strategies for resource acquisition within charter schools, based on a case study of the “concession schools” charter school program in Bogotá, Colombia. The study shows that while charter school teachers in Bogotá feel that many aspects of their work environment are positive, charter schools use the flexibility afforded to them around employment to spend half as much on teachers, though these schools simultaneously employ a range of strategies to access additional resources for other aspects of the education they provide.

by Ethan Ris — 2018
Between 1895 and 1920, a cohort of business, philanthropic, and academic leaders wielding tremendous wealth and power sought to reshape the form and function of American higher education. Their efforts were largely unsuccessful, but studying them helps us understand the recurrent impulse to reform America’s colleges and universities.

by Benjamin Superfine & David Woo — 2018
This study examines the intersection of the public/private distinction in U.S. law and policy, and the shifting political positions of teacher unions and charter school proponents, in courts and agencies. In addition to examining the history of the public/private distinction in U.S. law and policy and specifically in education, this study includes an in-depth analysis of three recent decisions involving charter schools and teacher unions in which courts and agencies determined whether charter schools were public or private organizations.

by Jane McCamant — 2018
This article uses a historical case study to consider the susceptibility to “scale-up” of education reforms that seek primarily to teach character or disposition.

by Lori Delale-O'Connor — 2018
This article explores the differences across parental narratives about school choice and examines families’ inclination to choose, capacity for choice, and school preferences to create a framework of defaulters.

by Kimberly Lechasseur — 2017
This study examines the ways in which district-community partnerships establish and sustain legitimacy with multiple constituencies over time.

by Viviane Robinson, Linda Bendikson, Stuart McNaughton, Aaron Wilson & Tong Zhu — 2017
This article investigates the relationship between the coherence of school improvement efforts and changes in student achievement on national examinations.

by Lewis Wasserman & John Connolly — 2017
This article examines the impact of the Supreme Court’s 2006 Garcetti v. Ceballos ruling on the voting of both Democratic and Republican U.S. Courts of Appeals appointees as a case of doctrinal signaling.

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.

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Book Reviews
by Mary Ann Wolf,‎ Elizabeth Bobst,‎ & Nancy Mangum
reviwed by Bretton Varga & Michael Berson — 2018

by Deborah Meier & Emily Gasoi
reviwed by Angela Cartwright — 2018

by Esther Quintero & Andy Hargreaves
reviwed by Lydia Ross — 2018

by John Merrow
reviwed by Stuart Rhoden — 2017

by Frederick M. Hess & Max Eden (Eds.)
reviwed by Joseph Nichols — 2017

by James Paul Gee
reviwed by Megan Adams — 2017

by Sharon L. Nichols
reviwed by Ross Roholt & Tracy Leitl — 2017

by Frederick M. Hess
reviwed by Amanda Jones-Layman & Rand Quinn — 2017

by Nel Noddings & Laurie Brooks
reviwed by Dia Davis & Vonzell Agosto — 2017

by Mark Hlavacik
reviwed by Richard Welsh & Shafiqua Little — 2017

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