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.
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.
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.
The authors of this study examined how attitudes toward reading mediated the relationships between Korean adolescents’ reading environments and reading behaviors, using a nationally representative sample from the PISA 2009 database. Gender, home literacy resources, parents’ reading attitude, and parental support for reading were all significant predictors of Korean adolescents’ reading attitude.
Because metacognitive knowledge includes knowledge about adequate learning strategies, and an effective use of learning strategies is associated with higher levels of performance, substantial relationships can be assumed between metacognitive knowledge, strategic behavior, and performance. The discussion considers the validity of metacognition indicators (knowledge and strategy use) and practical implications of the findings.
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.
Our purpose is to enrich current conceptualizations of autonomy support that remain constrained by the context of study and by the limited available descriptions of teacher enactment. Toward this end, we richly describe teachers’ provision of academically significant autonomy support within an inquiry-based science curricular context to incorporate higher quality differentiations.
This study examines the relationship between applied STEM coursetaking (i.e., ‘scientific research & engineering’ and ‘information technology’) in high school and standardized math achievement. Using longitudinal data from a nationally-representative cohort of high school students, this study tests the effect of enrolling in applied STEM courses conditional on pipeline placement in traditional academic math courses, with the former emphasizing the application of concepts taught in the latter to specific occupational settings. Fixed effects regression analyses reveal that applied STEM courses have a statistically significant, but substantively small positive effect on math test scores. Students who fall lower on the math ability pipeline (i.e., who take only below average math courses like basic math and pre-Algebra) benefit much more from applied STEM courses than do students who take more advanced courses.
This article presents findings from a research study to determine predictors of elementary-school teachers’ use of research-based instructional strategies with English Language Learners.
This study examines the empirical link between teachers’ perceptions of principal support for change and teachers’ reports of the degree of collaboration and communication with one another around literacy in Reading First schools. Multilevel analyses showed a significant and positive association between principal support for change and the degree of collaboration and communication.
This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.
This chapter describes an empirical study that tests the motivational and learning effects of an intervention designed to initiate and sustain interest and engagement in high school biology classrooms. Positive effects were demonstrated for conceptual understanding, vocabulary acquisition, and perceptions of the learning experiences.
This chapter highlights the fit between youth-development-oriented programming and informal science activities in out-of-school time (OST) and illustrates how science and youth development can and should co-occur. The clover model and Dimensions of Success tool are introduced as lenses for designing and assessing science program quality in OST.
This chapter describes an after-school visual and performing arts program serving middle and high school youth operated in partnership between a community-based organization and two schools in Brooklyn, New York. Data collected on the program provides evidence of participants’ identity exploration and development of positive relationships and social competencies.
The synthesis of the current literature presented in this paper provides an important starting point for identifying the knowledge that regular classroom teachers will need to develop in order to address the learning needs of their ELL students. The paper identifies Disciplinary Linguistic Knowledge (DLK) as a specialized knowledge base needed by teachers and teacher educators and proposes that DLK be required in order to model for ELLs how language is used to communicate meaning and to engage them in disciplinary discourse.
While recognizing that instructional scaffolding in a whole-class context can engage students’ learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue that instructional scaffolding also can collectively engage a class through a shared ZPD when participant structures and discourse practices provide for coparticipation and alter traditional notions of teacher support and shared responsibility. A case study of a chemistry classroom is presented to substantiate this argument and illustrate how instructional scaffolding can be used as a support for collective engagement.
This document-based historical study focuses on history/social studies teacher education in the decades immediately preceding and following the National Education Association’s landmark report, The Social Studies in Secondary Education, which commonly is credited with establishing social studies as a school subject. The article interrogates how teacher preparation programs contributed and/or responded (or not) to this curriculum reform and to what effect.
This chapter describes a partnership with four urban districts that aimed to develop an empirically grounded theory of action for improving the quality of mathematics instruction at scale. Each year, we conducted a data collection, analysis, and feedback cycle in each district that involved documenting the district’s improvement strategies, collecting and analyzing data to assess how these strategies were being implemented, reporting the findings to the district, and making recommendations about how the strategies might be revised. We distinguish between two distinct levels
Productive adaptations at the classroom level are evidence-based curriculum adaptations that are responsive to the demands of a particular classroom context and still consistent with the core design principles and intentions of a curriculum intervention. The model of design-based implementation research (DBIR) offers insights into complexities and challenges of enacting productive curriculum adaptations. We draw from empirical research in mathematics and science classrooms to illustrate criteria for productive adaptations. From these examples, we identify resources needed to encourage and sustain practices to promote productive adaptations in classrooms.
The article describes a theory of action that led to the development of seven 1˝-hour in-service workshops focused on helping teachers to teach rational numbers to students. Students from diverse SES schools were tested pre and post, and the resulting effect sizes indicate students made notable gains in their understanding and proficiency with rational numbers.
This paper examines the lesson planning process, a neglected area of study, and puts forward a perceptual or arts-based approach that focuses on the engaged experience of the teacher.
This paper presents two years of analysis of a professional development effort in an urban district in Arizona in the wake of policy requirements to track students by language proficiency level, mandate four hours of English Language Development each day, and focus on teaching grammatical structures. The professional development focused on Cognitively Guided Instruction, which centers mathematics instruction on the informal knowledge students bring with them to schooling to build meaning, sophistication, and understanding of the mathematics. Results indicate that before the policy, professional development produced more teacher experimentation than after.