The authors of this commentary argue that demarginalization does not go far enough in satisfying the principle of restorative justice, which demands that marginalized students be given access to a humanizing education.
The purpose of this commentary is to emphasize the need for targeted reading interventions for kindergarten and first-grade students.
In this commentary, the author argues that scripted instruction, defined appropriately, should be the goal of researchers and teachers if the educational community wishes to improve classroom teaching over the long run.
Ferran Adria is widely recognized as one of the best chefs in the world. As education scholars, the authors of this commentary have developed an ongoing collaborative research relationship that has drawn considerably from Adria’s approach. They suggest that this emergent Adria-inspired way of collaboration contributes to understanding international collaboration and can significantly inform other education researchers who similarly seek substantive impact in their fluid and complex settings.
Response to Intervention is a collaborative, multi-tiered, school-wide approach created to provide effective interventions for students with learning disabilities. Most high schools implement RTI by setting aside a 30-minute period during the day for the intervention that teachers refer to colloquially as a “skinny." How the skinny is implemented does much to determine whether or not students benefit from the policy.
This commentary examines the history of reforms, the realities of the vast amount of research on educational reforms, and makes a case as to why teachers need to unify and gain a sense of solidarity in demanding a voice in decision-making and policy.
The Louisiana legislature recently passed legislation barring school districts from administering corporal punishment to children with disabilities. This is a small step toward total elimination of corporal punishment in public schools.
This commentary focuses on a proposal for sequencing teacher professional learning opportunities to develop a well-rounded understanding of assessment practices and processes.
Colleges and universities are grappling with the shifting and sometimes ambiguous meaning of career outcomes. Authors of this commentary use the biomedical doctoral training landscape to explore this problem and the specific considerations that must be tackled to accurately describe postgraduate employment realities.
This commentary investigates the role and responsibility of schools and surrounding communities in keeping students and faculty safe from gun violence on K-12 campuses.
This piece argues that to prepare for Higher Education Act reauthorization, the research and policy community need more than just student and institution-level data: We need to dig deeper into how the Department of Education administers the federal financial aid programs.
This commentary examines the deeper social implications of sharing (and not sharing) food in the classroom.
This commentary addresses key conceptions of and contemporary attitudes toward school climate and social emotional learning.
This commentary examines contemporary school policies restricting the hairstyles of Black children as echoes of the 19th century Black Codes in the American south.
This commentary examines the conditions through which tenure protects professors, but can also be revoked, and specifically analyzes the 2017 Fifth Circuit court case of Professor Alexander Edionwe, who sued UTRGV president Guy Bailey when his tenure position at UT Pan Am dissolved due to the creation of UTRGV and closure of UT Pan AM.
This commentary evaluates both the strengths and weaknesses of New York City's universal pre-K initiative and provides three recommendations for future action.
This commentary explores interdisciplinary discussion of inclusivity in the study of the European Middle Ages and how medieval studies might be reconsidered for a new, inclusive middle school and high school social studies curricula.
In this commentary, authors introduce the idea of artificial conflation, as predicated by Campbell’s Law, and as defined by how those with power might compel principals to artificially conflate teachers’ observational with their value-added scores to purposefully exaggerate perceptions of validity, via the engineering of conflated correlation coefficients between these two indicators over time.
This commentary analyzes practices in PLCs that can inhibit or enhance teachers’ learning about students and their data-driven decision-making.
This commentary reflects on a dialogue among members of the Critical Perspectives on Early Childhood Special Interest Group (AERA). It examines the influence of quality improvement in early childhood as it relates to the impact of globalizing and neoliberal forces driving education reform.
This commentary weaves together autobiography and education research to explore the challenges of getting into higher education.
This commentary examines the problem of educational inequality. It argues that we need to make changes beyond simply our schools if we want to have long-lasting and impactful educational reform.
This commentary examines the implications of President Trump's proposal to increase school choice on American public education. It argues that the more we erode public education, the more we reduce access to local, equitable, and accountable schools that educate all of our common community members.