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Volume 124, Number 1 (2022)

by Raquel M. Rall, Valeria Dominguez & Anaisabelle Garcia
In this article, the authors use board bylaws to examine the requirements for service on public boards of higher education. The authors find that the majority of boards lack or have minimal formal qualifications for the trusteeship, and they question whether the lack of this key information may help to perpetuate inequity in board representation.
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by Jennifer B. Ayscue & Elizabeth M. Uzzell
This qualitative case study describes how teachers and leaders facilitate integration among students of different racial and linguistic groups in a two-way dual language immersion program at a rural elementary school.
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by Jenni Conrad
This qualitative study describes urban secondary teachers’ world history instruction that aims to engage—rather than ignore or misrepresent—Indigenous peoples and knowledges. Three promising practices emerged as themes, and their efficacy appears tied to teachers’ ongoing relationships and personal resonance with local Indigenous peoples, knowledges, and lands.
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by Martha Cecilia Bottia, Cayce Jamil, Elizabeth Stearns & Roslyn Arlin Mickelson
Using data from North Carolina students, this study examines how socioeconomic status (SES) influences students’ college choices regarding the pursuit of a STEM degree. Multilevel logistic analysis of 17,120 students and analysis of 25 in-depth interviews with low-SES students conclude that there are important socioeconomic differences in the pathways toward STEM, mainly given students’ dissimilarities in opportunities and resources to learn, and the insufficient information that low-SES students have regarding STEM majors.
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by Leah Bueso
This study examines the extent to which students with disabilities receive equitable exposure to high-quality civic learning opportunities and engage civically within their communities based on the responses of more than 48,000 high school students enrolled in Chicago Public Schools.
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by Chezare A. Warren, Dorinda J. Carter Andrews & Terry K. Flennaugh
Authentic human connection reflected in and through positive relationships with Black boys is the result of frequent interpersonal interactions with adults that make them feel valued for the tremendous worth they have as human beings despite growing up in a society defined by antiblackness, the residual consequence of chattel slavery in the U.S. Data from seven focus groups with 28 young Black men and boys ages 8–21 years reveal these participants’ keen awareness of the ways they are generally misunderstood in U.S. society and the significance of educators’ race-gender perceptions of them in building positive relationships that establish and sustain human connection.
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by John L. Rury, Ryan Belew & Jennifer Hurst
This article is a historical account of the rise of standardized testing for accountability in the United States and the controversies that it entailed in the years before 1983.
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by Susan K. Patrick
This study uses goal-setting theory to assess teachers’ collaborative partnerships created through Tennessee’s Instructional Partnership Initiative (IPI). Drawing on interviews with 48 participating teachers, the analysis characterizes IPI teacher partnerships based on their goal specificity and commitment—two theoretical constructs commonly used in organizational and management research on employee performance but rarely applied in education—to consider how these features of collaborative work facilitate learning opportunities.
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