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Articles
by William Zahner, Suzanne Chapin, Rich Levine, Lingjun He & Robert Afonso — 2019
This study investigates the affordances of two contrasting pathways into teaching secondary mathematics through examining the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers who entered teaching via two preparation programs focused on staffing high-need schools in the same region.

by Anthony Buttaro, Jr. & Sophia Catsambis — 2019
Using data from a national study of kindergartners who were followed up to the eighth grade, this article provides the first evidence for potential long-term consequences of ability grouping in the early grades. It examines the degree to which within-class ability grouping for reading instruction in kindergarten through third grade predicts reading test scores and English coursework up to the eighth grade.

by Heather Hill, Erica Litke & Kathleen Lynch — 2018
This study reports the prevalence of reform-aligned mathematics instruction in a sample of 1,735 lessons from 329 elementary teachers in five U.S. urban districts. We also illustrate the range of instruction in this sample by presenting case studies of teaching at high, medium, and low levels of reform alignment.

by Jamaal Young, Mary Capraro, Robert Capraro & Marti Cason — 2018
This article focuses on the Every Student Succeeds Act, which stipulates numerous provisions for supporting science, technology, engineering, and mathematics (STEM). Authors reviewed the provisions in five areas pertinent to STEM and presented recommendations to support access, equity, and achievement in STEM content areas.

by Xin Ma, Xian Wu, Jing Yuan & Xingkai Luo — 2018
In this article, the authors separate the competing effects on science achievement among four educational units: students, classrooms, teachers, and schools. They identify factors at each level critical to science achievement.

by Beth Herbel-Eisenmann, Lindsay Keazer & Anne Traynor — 2018
In this article we explore equity issues related to school district decision-making about students’ opportunities to learn algebra through analysis of a large-scale survey. We examine the extent to which district decision-makers for mathematics attend to aspects of equity when they make decisions about resources related to the teaching and learning of algebra.

by Wayne Journell — 2018
This article uses three commonly cited criteria for evaluating whether educators should frame marriage equality as controversial following the 2015 landmark ruling in Obergefell v. Hodges that legalized same-sex marriage in the United States.

by Julie Learned — 2018
This article reports on a yearlong qualitative study of ninth graders identified as struggling readers. Analysis showed that youths tended to participate in limiting contexts that positioned them as deficient readers regardless, sometimes, of skilled, engaged reading, but when classroom contexts focused on disciplinary literacy and building trusting relationships, youths positioned themselves as readers and learners.

by Thomas Smith, Laura Neergaard Booker, Eric Hochberg & Laura Desimone — 2018
The authors of this article investigate the relationships among organizational supports, including mentoring, professional development, collaboration, and leadership support, provided to beginning middle school mathematics teachers; authors also explore the extent to which these teachers implement reform-oriented math instruction.

by Holland Banse, Timothy Curby, Natalia Palacios & Sara Rimm-Kaufman — 2018
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.

by John Wills — 2018
This paper examines how teachers’ understandings of race and racism, which informed their use of curricular materials, and the content, focus, and framing of race and racism in the formal curriculum shaped the inclusion and representation of race and racism in the enacted U.S. history curriculum in their classes.

by Robert Sternberg & James Kaufman — 2018
This article describes five societal forces that ERODE creativity: Education, Resources, Opportunities, Diffusion, and Exaggeration. The article further suggests how we can counter this erosion.

by Federick Ngo, W. Edward Chi & Elizabeth Park — 2018
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.

by Roger Azevedo, Nicholas Mudrick, Michelle Taub & Franz Wortha — 2017
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.

by Meirav Tzohar-Rozen & Bracha Kramarski — 2017
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.

by Tali Berglas-Shapiro, Bat-Sheva Eylon & Zahava Scherz — 2017
This article describes a study aimed at examining students’ use of specific SRL processes when learning with a specially designed technology-enhanced learning environment.

by Marcela Reyes & Thurston Domina — 2017
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.

by Dan Berebitsky & Christine Andrews-Larson — 2017
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.

by Cameron Sublett & Michael Gottfried — 2017
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.

by Won Kim — 2017
This qualitative study examines 11 adolescent long-term English language learners’ educational experience via their voices in the context of their performances on state-mandated language and academic achievement tests.

by Anna Bargagliotti, Michael Gottfried & Cassandra Guarino — 2017
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.

by Pamela Aschbacher & Marsha Ing — 2017
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.

by Christa Greenfader & Liane Brouillette — 2017
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.

by Curt Adams & Anna Palmer — 2017
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.

by Kara Jackson, Lynsey Gibbons & Charlotte Sharpe — 2017
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.

by Myley Dang & Karen Nylund-Gibson — 2017
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.

by Angela Barton, Edna Tan & Day Greenberg — 2017
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.

by Kathleen Clark — 2017
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.

by Ahlam Lee — 2017
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.

by Jamie Colwell & David Reinking — 2016
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.

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Book Reviews
by Paul Whitinui, María del Carmen Rodríguez de France, & Onowa McIvor (Eds.)
reviwed by Lynn Aylward — 2018

by Michael DiPaola & Charles A. Wagner
reviwed by Blanca Araujo & Leanna Lucero — 2018

by Katherine M. Douglas & Diane B. Jaquith
reviwed by Margaret Anne Walker — 2018

by Brian L. Wright & Shelly L. Counsell
reviwed by Jevon Hunter — 2018

by Doug Blandy & Paul E. Bolin
reviwed by Dustin Garnet — 2018

by Rose L. Colby
reviwed by Sarah Kiefer — 2018

by Joan Middendorf & Leah Shopkow
reviwed by Bradley Fogo — 2018

by Bronwyn MacFarlane (Ed.)
reviwed by Joyce Juntune — 2018

by Donna L. Pasternak, Samantha Caughlan, Heidi L. Hallman, Laura Renzi, & Leslie S. Rush
reviwed by Rebecca Flores & Ashley Cartun — 2018

by Jennifer Cleary, Terry Morgan, & Robert J. Marzano
reviwed by Cindy Gilson — 2018

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Resources
  • Discourse and Sociocultural Studies in Reading
    This article seeks to develop an integrated perspective on language, literacy, and the human mind, a perspective that holds important implications for the nature of reading, both cognitively and socioculturally.
  • Journal of Peace Education
    Journal of Peace Education publishes articles which promote discussions on theories, research and practices in peace education in varied educational and cultural settings.
  • Reading Rockets
    Reading Rockets is a national multimedia project that looks at how young kids learn to read, why so many struggle, and how caring adults can help them.
  • Teaching High School Science in the Information Age: A Review of Courses and Technology for Inquiry-based Learning
    This report reviews programs designed to improve scientific inquiry in high school classes and identifies promising curricular materials.
  • Peace Review
    Peace Review is a quarterly, multidisciplinary, transnational journal of research and analysis, focusing on the current issues and controversies that underlie the promotion of a more peaceful world.
  • P.E.4 Life
    The mission of the not-for-profit organization is to be the collective voice for promoting and expanding quality, daily physical education programs to develop active, healthy lifestyles for America's youth.
  • Classroom Assessment and the National Science Education Standards
    Focusing on the teacher as the primary player in assessment, this book offers assessment guidelines and explores how they can be adapted to the individual classroom.
  • Journal of Dance Education
    Articles appearing in the Journal of Dance Education cover the range of dance education in all settings
  • The Social Science Research Council
    This website features an extraordinary and still-expanding collection of essays by leading social scientists from around the country and the world. These are efforts by social scientists to bring theoretical and empirical knowledge to bear on the events of Sept. 11, their precursors, and what comes after.
  • Adding It Up: Helping Children Learn Mathematics
    Explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years
  • The Review of Education, Pedagogy & Cultural Studies
    The Review of Education, Pedagogy & Cultural Studies is the only journal that publishes critical essays relating pedagogy to a wide variety of political, social, cultural, and economic issues.
  • Human Rights Watch
    Human Rights Watch is dedicated to protecting the human rights of people around the world. Human Rights Watch is an independent, nongovernmental organization, supported by contributions from private individuals and foundations worldwide. It accepts no government funds, directly or indirectly.
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