Excerpts form 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.
Extrinsic incentives or constraints including the promise of a reward or the expectation of an evaluation have long been used by educators to motivate students. While extrinsic incentives do, in fact, help to ensure that work gets done and that it gets done on time, caution must be exercised when creativity is at stake. In teaching and learning situations where there is one “right” answer and one best path to 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. The complexities of the relation between task motivation and performance outcomes are reviewed and cross-cultural implications are explored.
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. The strong social components of technology permit people to share information and ideas with these artifacts. 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, in turn, has increased expectations that robots and computer agents will enhance human learning and complement people’s physical, social, and cognitive capabilities. 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.
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