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Articles
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.

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.

by Maceo Bradley — 2015
This chapter tells the story of how and why one student who received a ticket for being late to school joined the fight against policies that criminalize students in Los Angeles Unified School District.

by Gretchen Brion-Meisels — 2015
Drawing on data from two qualitative studies, this chapter argues that both school organizations and individual students will benefit from centering youth voices in student support systems. To do this, the author shares data from adolescents’ narratives that demonstrate how young people’s voices might (re)shape the central practices of school-based support processes.

by Adam York & Ben Kirshner — 2015
This chapter shows how student positioning by adults shapes opportunities for students to learn collective systemic agency including practices such as organizing others, developing a systemic analysis, and taking action in complex institutions, such as schools. We argue that these learning opportunities are expanded when education professionals look beyond curricular experiences and attend to how students are positioned through discourse in the broader context of the school.

by Ari Sussman — 2015
This chapter recounts the first 3 years of the Student Voice Collaborative (SVC) in New York City, a district supported student leadership initiative that engages high school aged youth in school reform work at school and district levels. Based on his experiences developing and running the SVC, the author identifies nine design and implementation principles that have made the group effective in supporting students so their voices can be heard by school leaders.

by Tom Dolan, Brian Christens & Cynthia Lin — 2015
Community organizing efforts employ different types of research as they seek to address community issues. This chapter details the evolving use of research in a youth organizing effort in San Bernardino, CA that has addressed issues in schools, the educational system, and the broader community. We examine the youth organizers’ use of organizing research and youth participatory action research (YPAR) and the contributions of each form of research to the organizing effort.

by Shamika Parkham & Aravis McBroom — 2015
In this chapter, two student members of the Student Voice Collaborative (SVC) describe their experiences as “Student Shadows” during the annual Quality Review process, used throughout the New York Department of Education to evaluate how well schools are organized to support student achievement. They chronicle how this experience enhanced their understanding of student voice, helped inspire meaningful changes to the rubric used by Quality Reviewers, and introduced a new model for school assessment that centers on students and educators as partners.

by Melanie Bertrand & Arlene Ford — 2015
This chapter explores the influence of a youth participatory action research group, viewing the group’s efforts as challenges to racial inequality in education. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials—responded to the group’s advocacy efforts.

by Jerusha Conner & Sonia Rosen — 2015
This chapter explores how youth organizers have injected themselves into education policy conversations in Philadelphia, asserting their agency and using their voices to shape how policymakers view them as well as the problems that confront them.

by Jane Wholey & Betty Burkes — 2015
Kids Rethink New Orleans Schools is an organization of primarily middle school youth that formed after Hurricane Katrina destroyed most of the city’s schools. This chapter describes Rethink’s first six years of operation, which culminated in school system policy changes and an HBO documentary about the organization’s groundbreaking work.

by Dana Mitra — 2015
This concluding chapter examines how this book on student voice intersects with previous research about policy, especially policy implementation and sustainability. Mapping onto the themes of this volume, Discovering, Developing, and Demonstrating the power of student voice, I focus on three issues—legitimizing the role of young people in the policy and reform process; preparing adults to work with young people; and sustaining ongoing student voice work.

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