This study compares teachers’ social and human capital variables to see which of the two predict growth in classroom implementation of a high school science intervention based in cognitively rich and technology curricula. The results of the regression analyses indicate that only social capital was a significant predictor of growth in teachers’ ability to implement the intervention.
In this essay, the authors review the extensive literature on the Dewey School to argue that most accounts of the school relate at least one of three historiographical myths: the Dewey School as misunderstood; the Dewey School as triumph; and/or the Dewey School as tragedy.
Situated within social and cultural perspectives of literacy and motivation, this study examines religious youths’ personal motivations for reading complex, religious texts such as the Bible and the Book of Mormon by looking closely at the connections among their literacy practices, religious ideologies, and the expression of their religious identities.
As Robert McClintock argues, educational researchers often rely upon a distributive model of justice, despite its insufficiency in describing education’s formative aims. In this essay, I argue that the limits of our contemporary view of education as a distributable good can be traced to two distinct and contradictory traditions in educational thought: one, the distributive ideal of divine plenitude and the other, the formative principle that McClintock identifies in Plato’s Republic.
Does Plato’s trailblazing discussion of common education in The Republic include all children or only those of the elite guardian class? The author proposes a new way of answering this question. He suggests that Plato’s ambiguous treatment of the third class’s education in The Republic may have been intentional, designed to provoke his readers to address this question.
This paper introduces the human problem of acting justly; it discusses the work that concepts of justice perform in human action; it situates a concept of formative justice relative to other forms of justice (i.e., distributive, retributive, social); and it explores some implications formative justice can have for educational policy and practice.
This study uses a social network perspective to explore how collaboration in 32 elementary schools in the Netherlands takes shape in the interactions among teachers as they engage in a data-based decision making reform project.
In a review of 42 neighborhood effects studies on youth-related outcomes conducted in the the 1990s, Leventhal and Brooks-Gunn find that only two articles examined neighborhoods and schools simultaneously. This paper updates their reviews, explores why it is important to consider neighborhoods and schools in combination and uses data from the National Longitudinal Study of Adolescent Health to empirically examine the effects of studying one context but ignoring the other.
This study examines the effects of socioeconomic, racial, and linguistic segregation on cognitive and noncognitive skills in American high schools.
This chapter details how slavery, segregation, and racism impacted the educational experiences of African Americans from the colonial era to the present. It argues that America has yet to be a truly post-slavery and post-segregation society, let alone a post-racial society.
The field of urban education knows little about the role of suburban mayors in political fragmentation, or division into smaller organizational units, of multi-city suburban school districts, particularly in relation to contemporary mayoral control activity in central cities. This article reports on a mixed method study that examined the interplay of political, fiscal and demographic dynamics that contributed to the split of a large, U.S., suburban school district. The authors found that rapid demographic and financial shifts in school districts shared by multiple suburban cities can catalyze secession activities. Strong city mayors were a key force propelling division and modifying district governance structures through heightening the prominence of city borders and local control, even when the threats were neighboring middle class cities. The authors conclude that these practices of division and appropriation by cities and their leadership will only diminish democratic process of school governance and exacerbate social-class and racial segregation.
This article develops the significance of James Baldwin’s thinking for teacher education. In particular, the article develops Baldwin’s thinking on three interrelated themes: white innocence, fear, and love. The article concludes by arguing that Baldwin’s thinking—particularly his thinking on love—should be given more sustained attention by educators, especially teacher educators.
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.
In this article, the author criticizes popular responses to the question whether education is possible in the world today. He argues that the question of education needs to be kept open in order to ensure the continuation of education itself.
This study examines whether school climate compensates, mediates or moderates the relationship between student and school SES and mathematics test scores among nationally representative sample of 5th and 8th grade schools in Israel.
This chapter highlights the voices and experiences of young people in a rural part of the United States as they examine youth engagement in academic and community life and generate recommendations for policies and practices to prevent youth from becoming disconnected.
In this article, we use in-depth interviews with 118 low-income urban youth to investigate how family and neighborhood contexts interact with public school choice policies to shape the educational careers of inner-city students.
This article explores portrayals of social class in international, translated literature for children. The authors outline a framework for analyzing class in children’s literature and suggest that books with global origins may provide complex and realistic images of issues related to class.
This study advances self-regulatory climate as a social resource for student self-regulation and achievement.
This article examines the student activism that led to the Fifth Circuit’s ruling in Dixon v. Alabama State Board of Education (1961). It explores how the students’ civil rights activism was transformed into a fight for students’ rights and analyzes the interplay of this transformation with future civil rights work.
This article explores the extent to which students’ precollege exposure to racial/ethnic difference within schools, neighborhoods, and friendship groups predicts their complex racial attitudes upon entering college.
The chapter introduces the volume on the basis of four principles: seeing education holistically as inclusive of diverse learning contexts; recognizing that learning opportunities emerge both in and across contexts; advancing research on learning in ways that enable the study of learning over time and across contexts; and attending to possible futures in the present.
This chapter delineates three models of democracy, noting the role that alternative education plays within each model. Then, from the perspective of the participatory democracy model, I examine various initiatives to foster democracy in alternative learning contexts, drawing relevant examples from the literature to highlight critical issues, tensions, and dilemmas, and lessons learned.
This chapter shares a model of afterschool development created by the not-for-profit All Stars Project. Central to the model are self-conscious and collective acts of performing and pretending that help youth living in high poverty, urban areas grow as learners and builders of their lives and their communities.
The chapter explores the space–time configuration of youth-voice driven science practices outside of school that are part of an emergent field of study known as informal science education (ISE). Education is an emergent phenomenon grounded in a relational geography of youths’ complex space–time configurations. A focus on youths’ mobilities offers new insights into the manner youth contribute to their own learning and becoming.
This chapter examines models of youth-based enterprises in which adolescents take leadership in organizational roles, creative design, and community building. Central to this work is the need for both public and private creative input and financing to develop and support learning environments that engage adolescents in extended projects based in science and art that are socially beneficial to local communities.
This chapter focuses on recognizing humor as a powerful resource for visitors from culturally and linguistically diverse backgrounds who are new to learning contexts, such as museums and aquariums. By using humor, visitors negotiate hybrid learning spaces, as well as gain authority in informal settings.
This chapter explores the practice framework guiding the practice of workers at Jabiru Community College, a community-based school in Brisbane, Australia. The chapter articulates the findings from a dialogical inquiry begun by the three authors with input from workers and youth. Seven dimensions of the framework being used by workers are described.
A transformative activist stance is a theoretically grounded model for educational research based on a radically revised theory of human development and learning. Its purpose is to advance a transformative agenda that contributes to the creation of equitable futures for students, especially those from disadvantaged populations. A collaborative project conducted in a group home for youth in foster care provides a dramatic illustration for this approach.
This chapter brings together cultural-historical approaches to human development with interpretive and multi-sited ethnography in order to: (a) develop ethnographic tools that attend to the ways young people learn within and across multiple contexts; (b) draw from and contrast the methodological insights of single and multi-sited ethnography; and (c) glean principles that help constitute a “multi-sited sensibility” appropriate for taking a more expansive approach to learning that advances conceptions of learning as movement.