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Articles
by Mariana Souto-Manning — 2019
Troubling macro-micro separations in the construction of discourses defining quality teaching and quality teachers, this article employs critical narrative analysis to consider ethical and moral dilemmas experienced by women of color who are required to complete educative Teacher Performance Assessment (edTPA) portfolios and receive passing scores in order to obtain early childhood teacher certification. Findings indicate that the counter-narratives of early childhood teachers of color collectively author edTPA as an obstacle to certification and higher pay, leading to mental health issues and stress and being antithetical to their own definitions of good teaching.

by Andrew Hurie & Rebecca Callahan — 2019
This study explores two schools’ responses to Latinx emergent bilingual (EB) population growth via the intersecting racial and language ideologies informing and influenced by programmatic changes, educator perceptions, and pedagogical practices.

by Michael Gottfried, Leanna Stiefel, Amy Schwartz & Bryant Hopkins — 2019
This article examined whether students with disabilities (in traditional public schools) have different absence patterns based on being in classrooms with greater or fewer students without disabilities. Relying on longitudinal data from New York City’s public-school system, the findings indicate that students with disabilities have lower absences when in rooms with mostly students without disabilities, and this is particularly so for students with emotional disabilities.

by Carla O'Connor, Shantá Robinson, Alaina Neal-Jackson, Elan Hope, Adam Hengen & Samantha Drotar — 2019
This study examines how in making meaning of the status and experience of Black students and their families in one choice context, teachers compromise the prospect of greater educational opportunity via school choice.

by Holland Banse, Natalia Palacios & Anna Martin — 2019
The present study examines specifically how teachers in high-gains classrooms with many ELLs demonstrate support to their students, as compared to teachers in high-gains classrooms with no ELLs and teachers in low-gains classrooms with many ELLs.

by Michael Valenti, Elizabeth Brown, Christy Galletta Horner, Duhita Mahatmya & Jason Colditz — 2019
This study investigates how special education teachers’ emotional labor (i.e., their deliberate suppression or expression of emotions to achieve goals) explains variation in their working alliances with students. Participants were 61 teachers and 243 students. We tested a mediational, two-level path model including the two types of emotional display rules, two types of emotional acting, and three components of working alliance, and found partial support for this mediational relationship.

by Sabina Vaught — 2019
This article conceptualizes “vanishment” as a form of school-based, state punishment through ethnographic stories from inside a juvenile detention center school.

by Alfredo Artiles — 2019
The commentary highlights the main ideas of the special issue and outlines the potential contributions of intersectionality to the study of practices in teacher education.

by Kris Gutiérrez — 2019
This commentary on the special issue considers the urgency of countering prevailing ideologies and practices that sustain oppressive education.

by Amanda Kulp, Lisa Wolf-Wendel & Daryl Smith — 2019
This study of associate professors at four-year higher education institutions uses national survey data to predict the degree to which associate professors are clear about their prospects of promotion to the rank of full professor.

by Arshad Ali — 2019
This article explores how Muslim undergraduates understand their campus experiences in a social and political context that deems these students a suspect class.

by Rachel Roegman, David Allen & Thomas Hatch — 2019
This article analyzes the outcomes of the work of five districts that have identified racial inequities in AP participation and developed initiatives to address these initiatives. To do this, the authors analyze district policy, participation data, and performance data over five years through the lens of color-blind racism.

by David Martinez, Oscar Jiménez-Castellanos & Victor Begay — 2019
This study reports on an exploratory longitudinal comparative descriptive analysis (2006–2012) of Arizona's non-Navajo and Navajo K–12 school-district demographics, academic achievement, tax rates, land valuation, and school-district revenue.

by Z. Taylor & Myra Barrera — 2019
This study examines 218 official statements published by leaders of institutions of higher education in the U.S. in response to President Trump’s rescission of DACA. Results suggest that the average statement was unreadable by a postsecondary student of average reading ability and that only 51% of statements included resources for DACA students in their time of need.

by John Wills — 2019
This paper examines how teachers’ understandings of race and racism inform their use of curricular materials.

by Veronica Jones — 2019
Utilizing a critical discourse analysis framework, this study assesses the language conveyed in university presidents’ responses to racism at several predominantly White institutions and how their responses reveal larger patterns of social power and privilege. By informing the conversation around how those in power respond to racist speech, this research presents several implications for the ways in which universities can be more responsive to marginalized student communities.

by Ebony McGee, Derek Griffith & Stacey Houston II — 2019
In this research, we found that Black PhD students and postdoctoral researchers in engineering and computing departments framed the stress and strain of their STEM doctoral experiences through the lens of race. Their experiences in these settings not only led them to question their abilities and fit within their doctoral programs but also gave them the sense that they had to work twice as hard as their non-Black peers to survive the doctoral program.

by Timothy Patterson & Jay Shuttleworth — 2019
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.

by Michael Gottfried & Cameron Sublett — 2019
This study examines whether older versus younger kindergarten entry age links to differences in academic achievement for children who start school with a disability.

by Richard Lofton, Jr. — 2019
This study illuminates how African American parents whose children attended a racially diverse middle school made sense and came to terms with academic placement, neighborhood inequalities, and forms of agency.

by William Zahner, Suzanne Chapin, Rich Levine, Lingjun He & Robert Afonso — 2019
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.

by Robert Kelchen — 2019
The article examines the extent to which public colleges use the additional revenue gained from enrolling higher percentages of nonresident students, who typically pay higher prices, to make college more affordable for in-state students.

by Julia McWilliams & Erika Kitzmiller — 2019
This article examines 30 recent school closures in Philadelphia to explain how such closures have become yet another policy technology of Black community and school devaluation in the United States.

by James Jupp, Alisa Leckie, Nolan Cabrera & Jamie Utt — 2019
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.

by Stuart Yeh — 2018
This article synthesizes empirical results that are difficult to explain except in terms of a new theory of the racial achievement gap.

by Dalal Katsiaficas, Edwin Hernandez, Cynthia Alcantar, Erick Samayoa, Maria Nava Gutierrez & Zyshia Williams — 2018
Through mixed methods, this paper examines the family and community responsibilities of a sample of Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives.

by Toby Park, Chenoa Woods, Shouping Hu, Tamara Bertrand Jones, Oguzcan Cig & David Tandberg — 2018
In this article, the authors investigate whether recent developmental education reform in Florida has had any impact on the existing racial/ethnic achievement gap in successfully accessing and passing gateway (introductory college-level) courses.

by KerryAnn O’Meara, Lindsey Templeton & Gudrun Nyunt — 2018
This study analyzes how women, underrepresented minority, and non-tenure-track faculty understand and describe professional legitimacy. It also explores the challenges these groups experience in trying to obtain legitimacy from colleagues that they attribute to their gender, race, or appointment type. The authors provide recommendations to create inclusive academic work environments for all three groups.

by Larry Walker — 2018
Policy makers have to ensure that federal programs align with the needs of underserved communities. For this reason, this article examines the impact that the Every Student Succeeds Act could have on African American students’ access to mental health support services in PreK–12 schools.

by Jamaal Young, Mary Capraro, Robert Capraro & Marti Cason — 2018
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.

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