In this commentary, authors set out thoughts on school leaders’ crucial roles in fostering evidence-informed and -engaged learning environments. They argue school leaders must address both transformational and pedagogic aspects. Addressing both, they provide a definitive summary checklist for the role of school leaders in developing their schools in this manner.
The authors critically examine the constructs of morality and value in regards to education. The question of “How do educators determine the morally correct decisions concerning grade retention?” is addressed. Teachers are being tasked with not only curriculum decisions, but moral ones as well that may adversely impact their students. Moral stress in the field of education is rife with the onset of new policies and practices. Since the new wave of grade retention, when a student is forced to repeat a grade in K–12 institutions, the authors’ examine the philosophical reconsiderations of this controversial practice.
This commentary is a response to the renewed focus of funding and interest in gender equality in STEM in Australia. The author argues for new approaches and strategies, dialogic and inclusive of all diversities, toward creating a more inclusive STEM workplace into the future.
The author of this commentary argues in favor of teaching evidence-based thinking; it underscores the relevance of education for creating an informed citizenry capable of thinking critically and voting purposefully.
This commentary describes the process used by the Council for Accreditation of Educator Preparation and the technical support it provides to Educator Preparation Programs. The author identifies discrepancies in: the definition of validity as it applies to qualitative research rather than measurement and assessment, a weak and insufficient definition of content validity, over-emphasis on predictive validity, and inattention to consequential validity.
This commentary discusses the problem of bullying as it relates to Muslim students. The authors posit that teacher education programs can impact how Muslim students are treated in schools. In doing so, they provide practical avenues teacher educators can use to prepare pre-service teachers to address the problem.
Income-driven repayment plans for distressed student loan debtors offer short-term relief from burdensome monthly loan payments but they have many drawbacks.
Nonwhite students in our public schools face three distinct geographic disadvantages: a lack of political and financial support for public education, hyper-segregation, and extreme poverty.
Written by teachers who worked at Central Park East Secondary School, this commentary seeks to rearticulate the vision and practices that inspired the early small schools movement. It also attempts to reframe and reclaim assessment, accountability, and rigor as goals and activities that are owned and implemented by educators, students, and communities.
The Texas Education Agency has a special education monitoring protocol known as the Performance-Based Monitoring Analysis System that awards districts a perfect score on an indicator if fewer than 8.5% of students receive special education. This protocol has been the center of debate in the state and for the U.S. Department of Education. This commentary examines this system, state level data, and parent and educator testimonials presented in the media.
In the wake of the presidential election, the author argues that we must shift our educational policy values toward more collective and democratic goals.
As a group of critical early childhood teacher educators, we take inspiration from a recent commentary Where Do I Fit In? Adrift in Neoliberal Educational Anti-Culture
and engage with Burn’s ideas of ethical resistance and courageous activism. We suggest that by "being present," we resist the ways teacher education has been reduced to a set of simple, technical skills, void of ethics and politics.
The purpose of this commentary is to discuss alternative factors which need further discussion and research regarding Black males and the literacy achievement gap. Explanations of recent research, alternative explanations, practical strategies, and recommendations are also included.
The purpose of this commentary is to present a systematic framework for comparing the standards for drawing causal inferences in educational research to the lack of standards for drawing causal inferences under state accountability plans. We aim to demonstrate that this framework encompasses many of the vast critiques of previous educational state accountability plans for estimating school and teacher effects on achievement, and hence offers a path to improvement for state accountability plans currently being developed under the Every Student Succeeds Act (ESSA).
This commentary argues that transcripts, diplomas, and program certificates should include more information on coursework completed through online classes.
This commentary explores the notions of relational pedagogy and how it can decrease bullying practices within schools. It proposes that teacher preparation programs implement methods to teach pre-service teachers how to construct a classroom that is premised on relational pedagogy.
Drawing on induction programs for insight into what helps novice teachers navigate the precarious first years of teaching and remain in the profession, and utilizing respondent-driven survey data, this commentary argues that including the induction support of mentorship in teacher preparation models would increase teacher retention.
This commentary outlines three related ways that a Trump presidency could be very good for American education and how education professors can play a more important role in educational improvement.
Research and observations suggest that many collaborative teacher teams in the United States are constrained by existing images of practice. One promising way to counteract these persistent images is to provide educators with a compelling new image or metaphor that helps to “reset” or “reframe” the activity.
Most public school teachers in the United States receive retirement compensation via a defined benefit pension plan. This institutional feature of the public education system is often overlooked in education policy discussions, but is important for a number of reasons.
In this commentary, the authors discuss how gender inequality becomes manifest in deeper sociopolitical issues of proper schooling and proper education. They also show how regulation is far from recognition, as policing others’ identity and purpose exposes a whole other layer of intentionality.
This commentary responds to the ways public school teachers have become the scapegoats for young Americans’ civic disengagement. Despite states’ curriculum standards that could support teens’ civic engagement, there are inherent and pervasive social norms related to top-down politics that govern school communities. Some public school teachers are forced to choose between censoring political topics from discussion or potentially diminishing their job security.
The purpose of this commentary is to reiterate our responsibility to educate our young citizens in ways that go beyond rituals and classroom walls. Our argument rests on the notion of bringing critical democratic literacy into elementary classrooms through examples of how students are thinking about the current election.
Focusing on high-performing early literacy teachers across multiple urban school contexts, this commentary introduces our conceptual model and one example of a high leverage early literacy practice.
This commentary argues that higher education, when viewed in light of its impact on students and broader society, is more than a profession: it is a vocation. This discussion is needed as higher education has become more complex and there is a commensurate need for well-prepared administrators to lead these important institutions.