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.
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.
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.
This study integrates social capital and social cognitive theories to frame an investigation of the social sources that contribute to teachers’ self-efficacy over time, and explores how social interactions that vary in their relationship with and proximity to instruction influence teachers’ developing self-efficacy.
This study examines how teachers’ perceived legitimacy of teacher evaluation policies influences changes in their instruction and which school supports shape such perceptions.
To investigate if and how teachers connect student performance data to their instruction, researchers observed teams of 3rd-5th grade teachers, to make meaning of student performance data.
This article examines classroom teachers’ perspectives on their role in engaging diverse parents, and their contradictory positioning in facilitating more egalitarian partnerships with families in the climate of high-stakes accountability within urban public schools.
This article examines why performance incentives have not worked in American schools. Using qualitative interviews and focus groups with teachers across North Carolina, the authors argue that performance incentives rest on a set of flawed assumptions about what motivates and improves teacher effectiveness.
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.
This two-phase mixed methods study quantitatively analyzes whether the misalignment between kindergarten teachers’ ideal and actual instructional priorities impacts their job satisfaction. Authors then explore factors that may contribute to job satisfaction even for highly misaligned teachers.
This study examined how elementary teachers' appraisals of their classroom environment contribute to their risk for stress in the context of individual, classroom, and school characteristics, as well as state-level policy factors. Further, this study looked at how these factors are associated with teachers’ occupational stress, burnout, and commitment to teaching.
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.
This review of empirical research draws on complexity theory to examine the multidimensional influences that work together to shape the practices of first-year teachers.
This study uses the lens of figured worlds (individual, culturally based systems for meaning-making) to understand how English pre-service teachers build relationships with challenging students during four semesters of methods courses and field placements.
The authors use cognitive flexibility theory to theoretically and empirically explore the relationship between how high school teachers understand student engagement and their ability to consistently engage students in class.
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 qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement.
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.
This study analyzes 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.
This study uses five case studies to examine high school English teachers’ instruction of writing while taking into account their preparation for teaching writing, the instructional policies in place, and the learners in their classrooms.
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.
An Introduction to the Yearbook
To provide context this article considers the policy environment that led to the reform of college-based teacher education and the introduction of an alternate route program in New Jersey in the 1980s.
Using survey data, this article reviews findings about the recruitment, preparation, placement, and retention of 315 elementary, secondary English, and secondary math teachers prepared to enter New Jersey public schools in fall 1987.
This longitudinal study follows 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route program (AR) or college-based programs (CB) for 11 years.
Drawing on interviews, this article explores the motivations of the 25 exemplar elementary, secondary English, and secondary math teachers at the time they chose to enter teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.
This article describes and compares the preparation experiences of the 25 exemplar elementary, secondary English, and secondary math teachers entering teaching through college-based (CB) programs or the New Jersey Teacher Education Project, one of the nation’s first alternative routes (AR) to certification. The article then follows these teachers into their first experience “on the other side of the desk.”
Using multiple waves of data, this article follows the 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route (AR) program or college-based (CB) programs through their 11th year of teaching.
This article examines 24 teachers’ perceptions of their curriculum and curricular choices over their first 11 years of teaching.
This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and secondary math teachers who were still teaching 10-plus years after they entered teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.