Volume 116, Number 5, 2014
This article draws interview data from three community colleges in Virginia to articulate the largely unspoken expectations, behaviors, and attitudes to which community college students must adhere if they are to be successful.
This article examines the challenges and promises of complexity theory as a theoretical framework for teacher education research.
How do we account for the persistent difficulty the u.s. community of science has in educating larger numbers of talented and diverse undergraduates? We argue that the problem lies in the community’s single-minded focus on scientific subject matter and individual motivation, to the profound neglect of social relations—particularly trust. Ee report a linked, two-part, longitudinal study: (i) structural models documenting a dialectic wherein trust bolsters motivation and achievement in science, particularly among traditionally underserved undergraduates enrolled in a supplemental, federally-funded program aimed at diversifying representation in science; and (ii) an evaluation documenting the federal program’s “added value” in promoting trust between diverse undergraduates and their university mentors. In sum, trust is measureable, producible in undergraduate science education, and matters, most particularly for students who are members of groups historically underrepresented in the sciences.
Commonly applied criteria for generalizing that focus on experimental design or representativeness of samples of the population of units neglect considering the diversity in the targeted populations of interest and uses of knowledge generated from the generalization. This paper (a) articulates the structure and discusses limitations of different forms of generalizations across the spectrum of quantitative and qualitative research; and it (b) argues for an overarching framework that includes population heterogeneity and uses of knowledge claims as part of the rationale for generalizations from educational research.
This study of 35 social studies teachers in Singapore focuses on constraints to the teaching of controversial topics and the manner in which teachers navigate their personal beliefs amidst the evolving contours of public and official discourses. The findings illustrate how the state's power to define conventional values and demarcate the discursive spaces of teachers can both limit a teacher's capacity to discuss controversial topics in class and, paradoxically, provide more freedom for them to address controversy in the classroom.
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.
From the perspective of stakeholders in military-connected school districts, this qualitative study examines the educational needs, challenges, and strengths of military-connected students. Existing school- and community-based supports as well as recommendations for future research on military-connected schools and students are identified.
This article examines the Westinghouse Science Talent Search over its first sixteen years. Although the contest’s organizers emphasized its meritocratic quality, the selection process that it employed systematically discriminated against certain students. Ultimately, the Science Talent Search reflected social and cultural forces that shaped the science professions, and may have represented a lost opportunity to make scientific training more meritocratic.
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