by Maia Cucchiara, Eva Gold & Elaine Simon — 2011
In cities across the country, market principles are having a major impact on education policy and practices. This article uses an examination of marketization in Philadelphia over a six-year period to explore its implications for public engagement in education, or the ability of individuals and groups to work with and influence the school district and hold officials accountable.
by Betty Achinstein & Rodney Ogawa — 2011
This article examines conditions that support or challenge Latina teachers’ efforts to perform cultural/professional roles as role models, culturally/linguistically responsive teachers, and agents of change for students of color. Findings reveal the following: (a) the teachers’ ability to perform these roles is shaped by the capital and power relations present in the schools where the teachers work, exposing a form of “subtractive schooling” (Valenzuela, 1999) for Latina teachers, and (b) the intersection of the teachers’ personal backgrounds and school contexts resulted in these new teachers of color being change(d) agents—both agents of change and subjected to change by the system in which the teachers work.
by Michael Gottfried — 2011
This research examined the effects of classroom peer absences on student-level standardized test performance in urban elementary schools. The effects of missing school were proved to be harmful to the individual and his or her peers.
by Okhee Lee, Randall Penfield & Cory Buxton — 2011
The study examined the relationship between the “form” (i.e., conventions, organization, and style/voice) and “content” (i.e., specific knowledge and understanding of science) of expository science writing among third grade English language learners in the beginning and at the end of each year during the three-year implementation of an instructional intervention.
by Matthew Militello, Jason Schweid & John Carey — 2011
The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students.
by Heather Carter, Audrey Amrein-Beardsley & Cory Hansen — 2011
Teach For America (TFA) graduate students evaluated their method course instructors significantly lower than did traditional students on an end-of-semester student evaluation instrument. This prompted faculty researchers to investigate how to best meet the needs of these alternatively certified teachers. Implications include suggestions for restructuring teacher preparation programs to best meet the needs of TFA first-year teachers, whose work impacts some of the highest needs students in the country.
by Zvi Bekerman & Michalinos Zembylas — 2011
A rich ethnographic analysis of a classroom event that shows the emotional complexities encountered by Palestinian and Jewish teachers and students in Israel when dealing with conflicting historical narratives.
by Peter Miller — 2011
This study qualitatively examined how issues of social capital were perceived to influence the education of homeless students in an urban context.
by Celia Anderson — 2011
This article employs critical race theory to examine the conditions of two adjacent school districts. In addition, the author explores the relationship between the conditions of the two districts and the Supreme Court ruling in Parents Involved in Community Schools v. Seattle School District No. 1 (PICS), arguing that the districts and the PICS decision are tied together through common collective definitions of segregation.
by Adrienne Dixson — 2011
In this conceptual paper, the author theorizes on the meaning of American democracy using tenets of critical race theory as a framework to examine the impact of the Parents Involved in Community Schools v. Seattle School District No.1 (PICS) decision on educational equity. The author’s commentary highlights conceptual and epistemological concerns related to the relationship between democracy and schooling for African Americans, looking specifically at the notion of Black self-determination as a prerequisite for the full participation of Black people in the United States.
by Jamel Donnor — 2011
This article offers a critical race analysis of the U.S. Supreme Court’s decision to declare voluntary public school integration unconstitutional in Parents v. Seattle School District No. 1. The goal of this article is to explain how education policies intended to improve the learning opportunities for students of color are resisted by Whites.
by Michael Dumas — 2011
Using the frame of cultural political economy, the author provides an analysis of school desegregation politics in Seattle, beginning with mandatory busing in the mid-1970s and culminating in the recent U.S. Supreme Court ruling in Parents Involved in Community Schools v. Seattle School District No. 1. The author argues that understanding the interimbrication of class and race in the politics of school desegregation allows us to more clearly theorize how educational policies are undermined in ways that reproduce material and cultural relations of power. by Adrienne Dixson, Jamel Donnor & Celia Anderson — 2011
An introduction to the Special Issue The Race for Educational Equity: An Examination of the meaning of Community Schools v. Seattle School District No.1, et al. and Crystal D. Meredith, Custodial Parent and Next Friend of Joshua Ryan McDonald v. Jefferson County Board of Education, et al. on school desegregation.
by Antwi Akom — 2011
In this article, the author draws on the disciplines of environmental sociology, critical race theory, and social epidemiology to examine the relationship between school desegregation, environmental inequality, structural racialization, and health and educational outcomes.
by Sarah Bennison — 2011
Americanizing the West: Protestant and Catholic Missionary Education on the Rosebud Reservation, 1870–1920 challenges the dominant story of Protestant and Catholic conflict by illustrating the critical role that mission schools played in creating denominational consensus in the West. Protestant and Catholic missionaries cast aside their differences as they worked toward common goals to “civilize,” Christianize, and “Americanize” natives on reservations like Rosebud.
by Thomas Fallace — 2011
This historical study traces the influence of John Dewey on the discourse of civic and social education during the formative years of the progressive education movement.
by Jennifer Zoltners Sherer & James Spillane — 2011
This case study describes how the development and implementation of organizational routines can enable planned change in a school, examines ways in which an organizational routine, once implemented, can serve as a source of constancy in a school’s work practice, and explores the ways in which an organizational routine enabled continuous change while simultaneously serving as a source of constancy in work practice.
by Kathleen Brown, Jen Benkovitz, A. J. Muttillo & Thad Urban — 2011
The purpose of this empirical inquiry of state-recognized “Honor Schools of Excellence” was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students.
by Spyros Konstantopoulos & Geoffrey Borman — 2011
This study reanalyzes the 12th grade data of the Coleman study and reexamines the effects of school characteristics on student achievement using multilevel models. Findings indicate considerable between-school variability in achievement, which suggests school effects. School resources and school composition were overall positive predictors of student achievement net of family background. School characteristics explained a substantial amount of the between-school variation in achievement.
by Peter Demerath , Jill Lynch, H. Richard Milner IV, April Peters & Mario Davidson — 2010
Intended to deepen our understanding of the role of education in the perpetuation of social inequality, this article describes an integrated cultural system dedicated to individual advancement in a U.S. suburb and public high school.
by A. Lin Goodwin — 2010
Using postcolonial theory as an analytic lens, this article theorizes (Asian) American education framed by three curricular contexts in the United States: the No Child Left Behind Act (2001), culturally relevant pedagogy, and the “model minority” mythology.
by Sophie Haroutunian-Gordon & Leonard Waks — 2010
This paper introduces the special issue.
by Suzanne Rice & Nicholas Burbules — 2010
This article discusses what a virtues orientation might offer in terms of understanding and fostering good listing in educational contexts.
by Leonard Waks — 2010
This article analyzes interpersonal listening, distinguishing between a cognitive (thinking) type and a noncognitive (empathic, feeling) type. Both have important roles in teaching and learning.
by Jim Garrison — 2010
This article explores compassionate listening as a creative spiritual activity. Such listening recognizes the suffering of others in ways that open up possibilities for healing and transformative communication.
by A.G. Rud & Jim Garrison — 2010
This article is about reverence, and listening reverently as teachers and educational leaders. The authors argue that reverence is central to the kind of teaching and leadership we need in today�s schools and that listening is one of the prime activities of reverence. Thus, they argue that reverential listening is a key component of effective teaching and leadership.
by Sophie Haroutunian-Gordon — 2010
Taking up an issue explored by John Dewey, Austin Sarat, and Walter Parker, as well as many others, I continue my study of the conditions under which people choose to listen to a perspective that challenges their own beliefs.
by Walter Parker — 2010
The author argues that the practice of speaking and listening to �strangers� is at the heart of democratic citizenship education and, further, that schools are fertile sites for this communicative work because they possess three key assets�problems, diversity, and strangers�alongside a fourth: curriculum and instruction.
by Katherine Schultz — 2010
This article describes several of the possible interpretations for student silence in classrooms and suggests that an understanding of the meanings of silence through careful listening and inquiry shifts a teacher�s practice and changes a teacher�s understanding of students� participation.
by Stanton Wortham — 2010
This article argues that listening inevitably involves attention to the social identities communicated through speech, exploring how one high school student was socially identified in a classroom across an academic year.
