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.
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 Long-Term English Learners in a medium-sized California district.
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 on the history of research on teaching creativity and on arts education, this article argues that the best way to teach for creativity is to transform domain specific education in each subject area.
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.
Excerpts from a conversation on creativity with Olga Hubard, conducted prior to a symposium on the same topic at Teachers College, are interwoven with artworks by Hubard's students and professional artists.
This commentary details the creative process of New York City teachers and students coming together as players to remix Mary Shelley's Frankenstein in the summer of 2014.
In teaching and learning situations where there is one “right” answer and one best path to a solution, extrinsic incentives can be extremely effective. However, when more open-ended problems and activities are presented to students, these same extrinsic incentives have been shown to kill Western students’ intrinsic motivation and creativity. In the face of an expected reward or performance evaluation, students are unlikely to take risks and tend not to be fueled by an excitement about learning that would allow them to persist with challenging tasks until they achieve a creative outcome.
Many technological artifacts (e.g., humanoid robots, computer agents) consist of biologically inspired features of human-like appearance and behaviors that elicit a social response. As robots cross the boundaries between humans and machines, the features of human interactions can be replicated to reveal new insights into the role of social relationships in learning and creativity. Peer robots can be designed to create ideal circumstances that enable new ways for students to reflect, reason, and learn. This paper explores how peer-like robots and robotic systems may help students learn and engage in creative ways of thinking.
This article how human rights education can utilize creative and innovative approaches for meaningful learning among marginalized communities. Specifically, the approach of one non-governmental organization in India is reviewed and presented as an example of how educators and those interested in imparting knowledge of basic rights can advance a transformative form of human rights education through innovative curricula, pedagogy and co-curricular efforts.
This is a response essay to an interview with George E. Lewis, the Edwin H. Case Professor of American Music at Columbia University, conducted by Cara Furman of Teachers College. The essay explores Lewis's thoughts on quotidian creativity and the ubiquity of improvisation, their necessity in academic institutions, and their potentially life-transforming effects for all people.
A collaborative effort in comics form inspired by Maxine Greene to explore the possibilities of social change in the intersections of education, philosophy, and the tree she looked upon outside her window. The authors, both former students of Greene’s, celebrate her life and teaching by continuing the conversation she began in their own unique way.
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.
The purpose of this research is to seek insights into teachers’ experiences as they implement garden-based learning. Our results add to existing frameworks describing the relationship between the teacher and the curriculum specifically in the garden-based learning context.
This article describes practices that distinguish elementary schools whose ethnically and linguistically diverse students consistently exceed expectations on English language arts assessments. Results of the multicase study show that higher achievement correlates with policies and practices that are coherently supported and sustained across classroom, school, and district levels.
This mixed-methods study describes the changing social networks of adolescents participating in an extracurricular dual-language program.
This research evaluates whether English Language Learner (ELL) classmates are associated with the social skills outcomes of students with disabilities in kindergarten. Using a national large-scale sample of kindergarten students, the results show that having a greater number of ELL classmates has a positive effect on the social skills outcomes for students with disabilities.
This study constitutes the secondary analysis of data collected as part of classroom instruction in a prior practitioner inquiry study. Consequently, IRB approval, parental consent, and participant assent for the present study were obtained after the conclusion of the original study.
Common Core proponents and detractors debate its merits, but students have voiced their opinion for years. Using a decade’s worth of data gathered through design-research on youth voice, this article discusses what high school students have long described as more ideal learning environments for themselves—and how remarkably similar the Common Core ideals are to what kids say they want and need to learn best.
This study examines the influence of high school exposure to basic science, technology, engineering, and mathematics (STEM) courses, high school exposure to STEM-related environment and activities, high school quantity of exposure to precollege STEM classes, and the quality of the latter for a sample of college-bound North Carolina students’ intent to major in STEM and likelihood of declaring a STEM major.