Volume 121, Number 2, 2019
This study investigates the affordances of two contrasting pathways into teaching secondary mathematics through examining the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers who entered teaching via two preparation programs focused on staffing high-need schools in the same region.
To investigate if and how teachers connect student performance data to their instruction, researchers observed teams of 3rd-5th grade teachers, to make meaning of student performance data.
This study examines the impact of No Child Left Behind sanctions on principal turnover using longitudinal administrative and detailed school-level assessment and adequate yearly progress data from the Missouri Department of Elementary and Secondary Education.
Using data from a national study of kindergartners who were followed up to the eighth grade, this article provides the first evidence for potential long-term consequences of ability grouping in the early grades. It examines the degree to which within-class ability grouping for reading instruction in kindergarten through third grade predicts reading test scores and English coursework up to the eighth grade.
The article examines the extent to which public colleges use the additional revenue gained from enrolling higher percentages of nonresident students, who typically pay higher prices, to make college more affordable for in-state students.
This article examines classroom teachers’ perspectives on their role in engaging diverse parents, and their contradictory positioning in facilitating more egalitarian partnerships with families in the climate of high-stakes accountability within urban public schools.
This article examines why performance incentives have not worked in American schools. Using qualitative interviews and focus groups with teachers across North Carolina, the authors argue that performance incentives rest on a set of flawed assumptions about what motivates and improves teacher effectiveness.
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