This article investigates the ethical implications of the growing phenomenon of armed public school teachers.
This article investigates whether there is an optimal point for determining whether a student needs help. Findings reveal that it is better for students within intelligent learning systems to seek help early in the learning process.
In this study we use a human and social capital framework to explore the relationship between teachers’ social interactions and student achievement on an interim benchmark assessment. We test our hypothesis about the effects of human and social capital on student achievement using social network analysis and hierarchical linear modeling.
This study aims to integrate research on the effects of school segregation with that on self-fulfilling prophecies by examining the mediating role of teacher expectancies regarding the impact of school composition on pupils’ math achievement.
This final chapter digests the core chapters of this volume, which draws together some of the most sophisticated thinking on new teacher induction from the last decade. In so doing, this chapter attends to five key understandings about induction programs, including their context, design, implementation, and outcomes. These understandings emerge as highly relevant to those who design induction programs as well as researchers, as they continue to build the knowledge base on teacher induction.
This article describes and reflects on a collaboration between practitioners and researchers engaged in analyzing video recordings of classroom practice through applying and recontextualizing key constructs from sociocultural theory.
This longitudinal study combines two related ethnographic data sets to examine how teachers and students at a public magnet elementary school coconstructed a discourse of inquiry that supported students as thoughtful, engaged learners and community members.
The authors review research concerning the effects of activity structure on the engagement of low-achieving students, with an emphasis on forms of whole-class instruction that promote student engagement.
This article introduces the special issue, which focuses on the ways in which educational institutions in Europe and North America are responding to the growing number of children of immigrants entering schools and universities. It discusses the ways in which the needs of children of immigrants differ from those of native-born students, and the ways in which variations in the structure of national education systems, and in policy and practice, may shape the pathways that children of immigrants take into the labor market, higher education, and their lives as citizens. The authors review existing research on this topic and highlight some of the difficulties involved in comparative studies. They close with an overview of the articles presented in the special issue.
This article focuses on the educational needs of migrant youth and the services provided to these youth by the federally funded Migrant Education Program. The analysis centers on the nature of the relationships that develop between migrant students and migrant teachers, including the teachers’ multiple roles as mentors, counselors, advocates, and role models, and on the kinds of support needed to help low-income children of immigrants navigate successfully through high school.
The role of relationships in mediating immigrant newcomers’ academic engagement and performance is examined using a mixed-methods approach.
This article attempts to explain the role that education policy has played in the chronically low academic performance of English learner and immigrant students. It compares the different approaches to education and outcomes for English learners in Texas and California and examines the role of federal policy in shaping state policies.
Using mixed methods data collected for the Immigrant Second Generation in Metropolitan New York Study (ISGMNY), this article investigates how new immigrant and native-born communities use the Catholic system and the benefits they derive from it.
Alternative certification defies simplistic characterizations proffered in political debates. Examining seven alternative certification programs to understand who participates and how these programs train teachers, we find teacher development in alternative certification to be a function of the interaction between the program as implemented, the school context in which participants are placed, and the participants’ backgrounds and previous teaching experiences.
The author presents case studies of two high school social studies teachers and influence of state-level testing on their teaching practices.
In this article, we present findings about the implementation of single gender public schooling in California--a movement that signifies a growing interest in school choice and private sector solutions to public education problems.
This study reveals that greater autonomy for teachers is accompanied by expanded roles and responsibilities in deregulated schools.
Drawing upon a teacher survey, this article proposes that successful instructional policies are themselves instructional: teachers’ opportunities to learn about and from policy influence both their practice and, at least indirectly, student achievement.
An examination of elementary school teachers' responses to their local school district's efforts to press more ambitious ideas about literacy instruction.
An examination of teacher reform networks in California and Vermont.
This article argues that the contexts of teaching are more diverse, embedded, and interactive in their effects on teaching practice than is assumed by prior "school effects" research.
This commentary discusses how readiness, a concept often associated with early childhood policy and practice, is being “pushed-up” creating a chain between early childhood and employment. The authors argue a need to break the readiness chain and suggest the break begin within the context of higher education. Further, the authors propose that breaking the readiness chain be the impetus for deserting the concept of readiness and rethinking the view of the student as capable and competent.