This study investigates possibilities for placing community college students in mathematics courses using a holistic set of measures beyond placement tests. These include academic background measures such as high school grades and math courses taken and noncognitive indicators of motivation, time use, and social support.
This study shows that students opt to take additional math courses when they are interested in math, consider themselves skillful in math, and have high college expectations. But the motivational predictors of math course enrollment vary with students’ initial math placement.
In this article, we argue that successful STEM learning depends on the conceptual, methodological, and analytical coupling of metacognition and emotions during learning about 21st-century skills with advanced learning technologies.
This study investigated the impact of two self-regulation programs among young students (Grade 5): metacognition and meta-affect versus a control group on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes.
This article describes a study aimed at examining students’ use of specific SRL processes when learning with a specially designed technology-enhanced learning environment.
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 study seeks to identify the individual and institutional predictors of applied STEM course enrollment in high school. A secondary aim of the study is to explore how factors of applied STEM coursetaking are affected by when students choose to take these courses.
In this qualitative study, I examined 11 adolescent long-term English language learners’ (ELLs) educational experience via their voices in the context of their performances on state-mandated language and academic achievement tests. Findings derived from participants’ individual interviews and various school records indicated that participating ELLs experienced multiple layers of limited opportunity to learn as they moved through the educational process. Informed by the social capital framework research and theory, findings suggest that participants’ gaps in learning continued to grow with each subsequent year of schooling, exacerbated by their limited access to appropriate language programs and academic resources, thereby rendering them struggling, low-achieving, long-term ELLs. Despite their academic challenges, participating ELLs remained eager to succeed in school, which raises a critical question regarding how well the educational system is prepared to provide them with high quality, rigorous programs that are responsive to their linguistic and academic needs.
This study addresses the link between instruction and achievement as well as the link between instruction and socioemotional development in early schooling mathematics instructional practices.
This study explores the relationships among fifth-graders’ perceived learning opportunities in school science, their perceptions of self in science, and their desire to take more science courses in middle and high school, using two different samples of students.
This study examines the speaking abilities of K–2 Hispanic ELs who were randomly assigned to an arts-based professional development program that emphasized oral English-language interactions. Additional review suggests that the activities corresponded well to Common Core speaking and listening standards, but concerns are raised that a lack of speaking assessments in the Common Core may result in a subsequent distortion of K–2 instruction.
This study uses the lenses of positive education and self-determination theory to examine features of the school environment that promote reading growth in students.
This article reports on a qualitative analysis of interviews with 122 middle-grades teachers in two large urban districts regarding their views of their students’ mathematical capabilities in relation to ambitious instructional improvement efforts.
In this article, the authors implemented a latent class analysis to study the extent to which math attitudes and self-efficacy influence careers in science, technology, engineering, and math using the Education Longitudinal Study of 2002. Authors examined these patterns for 10th grade native and non-native English speakers and followed their trajectories ten years later.
This article describes how and why youth engage in making in an after-school, youth-focused, community-based makerspace program. Using a mobilities of learning framework, authors discuss how youth appropriated and repurposed the process of making, and unpack how the program attempted to value and negotiate youths’ ways of making from an equity-oriented perspective.
This article reports the results of two related studies that investigated the effects of a 10-week reading intervention program in which culturally relevant texts were used for instruction on urban African American children’s reading achievement.
This article explores the effects of computer-based learning activities in math classrooms on STEM major selection in 4-year postsecondary institutions. The author uses a nationally representative sample of U.S. young adults who enrolled in 4-year postsecondary institutions by 2006.
This article examines the results of a ten-week formative experiment to investigate how eighth-grade history instruction could be aligned with literacy goals. We give specific focus to our collaboration with the history teacher and her implementation of an instructional intervention to scaffold students’ reading and analysis of historical texts.
This article highlights the early outcomes of the T STEM initiative in Texas, the largest investment in scaling up inclusive STEM-focused schools at the time. It describes the broad infrastructure undergirding T STEM academy development.
The current study focuses on the long-term English language outcomes of a sample of first-generation child immigrants from Asian, specifically Chinese, ethnic backgrounds.
This article explores the nature of the historical writing process by looking at the hallmark writing skills historians develop as they learn the craft.
The label Long-Term English Learner (LTEL) is used to describe students educated in the U.S. for many years but still not meeting English proficiency criteria. In this mixed methods study, the author uses eight years of district-wide, student-level longitudinal data to determine characteristics and overall patterns of academic achievement for LTELs in a medium-sized California district. In addition, case study research methods examine the experiences of three LTELs within this same district in greater depth.
Using the Education Longitudinal Study of 2002, this study examines high-school English language learners’ pathways to four-year colleges in order to explore why ELLs’ access to four-year college is so limited.
This article examines the educational initiatives of a large agrarian social movement, the Brazilian Landless Workers’ Movement (MST), by exploring the diverse pedagogies and theories activists have drawn on to develop their alternative educational proposals for rural schools. The article analyzes this process of grassroots educational innovation, while also discussing the tensions that arise when social movements with particular visions of societal transformation demand to participate in the public school sphere.
Using data derived from the High School Longitudinal Study of 2009, this article examines how the social capital of students who are able to exercise curricular choice is associated with the achievement outcomes associated with these choices.
This article specifies two models of mathematics instruction—dialogic and direct—based on a series of conversations with nationally recognized experts who hold opposing points of view, and provides a discussion of the sources that underlie ongoing debates.
Drawing from the theories of racial formation theory and race marking, this chapter explores the durability of racial discourses in school curriculum over time in the United States. The authors’ inquiry focuses on racial discourses located in two sources of curricula knowledge: children’s literature and U.S. history textbooks.
Drawing on the history of research on teaching creativity and on arts education, the article argues that the best way to teach for creativity is to transform domain specific education, in each subject area. This requires schools to change the way each subject is taught, so that learning outcomes support the learner’s ability to create within each specific subject. The most effective learning environments are characterized by emergent, improvisational, and collaborative pedagogical structures.
This commentary argues that creativity is best viewed in terms of significant achievement and that such achievement is best developed through promoting critical inquiry.
This commentary notes the oppositional traditions that inform polarized perspectives on disability and schooling, and raises the question of the significance of such divisions for schools and for preparing teachers. Drawing on an international collaborative experience involving competing knowledge traditions the creative possibilities of uncertainty and ambiguity for reforming schools are explored.