This study examines the associations among a multicultural teacher culture, pupils’ perceptions of teachers’ multicultural educational practices, and the ethnic prejudice of Flemish secondary-school pupils, controlling for ethnic school composition and various sociodemographic characteristics that have been shown to be related to ethnic prejudice.
The article challenges the recent shift toward teaching and measuring grit in schools by exposing its shortcomings and offering a more helpful and sustainable educational aim of pragmatist hope.
“The Neighborhood Unit: Schools, Segregation, and the Shaping of the Modern Metropolitan Landscape” explores how the “neighborhood unit,” a school-centered planning concept popularized during the early twentieth century by planner Clarence Perry and later endorsed by numerous government agencies throughout the United States and world, became an important mechanism for promoting racially segregated housing and schools.
This historical analysis examines the parenting experiences of John Dewey and his wife Alice as they raised their son, Sabino, an adopted child with a physical disability. The paper illuminates the medical and political challenges confronted by the family and concludes with an initial exploration of how this experience might have influenced Dewey’s political thought and action.
This article describes a four-year project spanning the development and trialing of the School Renewal Profiling Tool. The development was informed by a sociocultural theoretical framework that built on the work of Harré’s concept of the Vygotskian space and Lave and Wenger’s notion of situated learning to explore a learning-based approach to school renewal.
Monster High, a popular transmedia doll franchise for girls, is analyzed as a virtual dollhouse that converges toys, digital media, popular media, and social media in ways that circulate naturalized and normalizing expectations for girls. However, analysis of the digital dress-up and online doll play that children produce and share on social media shows that players also make use of this convergence to remake imaginaries for their own purposes in ways that both reproduce and rupture these expectations.
This article compares what parents want from their children’s schools with what the U.S. public wants from public schools. It uses randomized experiments (some with nationally representative samples of respondents) to explore whether school choice reforms that empower parents might generate pressures on schools to pursue different goals and behaviors.
The authors explore the role of trust in children’s approaches to deliberative dialogue with their peers.
This article aims to explore the unique impacts of homelessness—above and beyond poverty—on students’ academic growth.
This study investigates how expertise and formal roles relate to who is sought for advice on mathematics instruction, as measured by centrality, in 30 urban middle schools.
This article examines the measurement, antecedents, and consequences of social capital in high schools.
Authors document recent trends in urban, suburban, and exurban metropolitan segregation and examine the impact of changes in racial/ethnic diversity on changes in metropolitan segregation between 2002 and 2012.
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.
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.
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.
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 of 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 among student and school SES and mathematics test scores from a 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.