In this commentary, the authors highlight their recently published book: Weiss, J., & Brown, R. (2013). Telling Tales Over Time: Calendars, Clocks and School Effectiveness. Boston, MA: Sense Publishers.
In re Roth, decided by the Bankruptcy Appellate Panel of the Ninth Circuit Court of Appeals, is an important decision that took a compassionate approach toward an insolvent college-loan debtor who filed for bankruptcy late in life without any real prospect of ever paying off her student loans.
Most studies of economic integration, including some published by TCR, emphasize the potential educational benefits of economic integration while ignoring potential educational harms. This commentary illustrates these potential harms using a recent TCR article that looked only at benefits.
During the past 30 years, a variety of political, economic, and social forces have shaped the current landscape of public education, a landscape defined by increasing accountability and privatization. Simultaneously, those same forces have contributed to the devaluation of the "career educator" and have produced a leadership vacuum at the local, state, and national levels.
This article examines two Arizona-based charter school organizations, well known for their high academic rankings locally and nationally. In response to President Obama's May 5th through May 11th 2013 “National Charter Schools Week” proclamation, and his call for the nation's support of highly performing charter schools, the author analyzes the schools' demographic profiles, using data from the National Center for Education Statistics (NCES), the Common Core of Data (CCD), and the Arizona Department of Education (ADE). The author also explores current public discourses surrounding the two charter school organizations. The findings are relevant and timely in light of Obama’s call to extend and replicate successful charter schools throughout the United States, because the results problematize the definition and nuances of charter school “success” by considering the study’s schools in relation to their underrepresentation of disadvantaged students. Based on evidence discovered in the study, the author provides relevant policy questions and suggestions for local, state, and federal education policymakers.
Broadening participation of underrepresented minorities in the science, technology, engineering, and mathematics (STEM) pathway is an important issue for a variety of stakeholders.
The current article presents practical strategies that can be implemented by historically black colleges and universities (HBCUs) to attenuate underrepresentation in STEM education and STEM careers.
This commentary on what it means for humans to mature presents a reading of mutually complementary ideas from the philosophers Immanuel Kant and Dorothy Dinnerstein. It is argued that both childhood and maturity, and the relationship between childhood and maturity, must be reconceived in order for us to arrive at a better understanding of what it means to grow up. This re-conception requires that we challenge three different, but interconnected, false binaries. These false binaries are (1) rationalism (which places abstract ideas above empirical evidence) vs. empiricism (which places empirical evidence above abstract ideas); (2) “masculinity” vs. “femininity;” and (3) adult experience vs. childhood experience.
In a recent decision, the Fourth Circuit Court of Appeals ruled that the Virginia Alcoholic Beverage Control Board cannot prohibit college newspapers from advertising alcohol.
This commentary describes the challenges and opportunities associated with using video as a professional development tool for beginning teachers.
This commentary briefly highlights two illustrative legal cases involving charter schools. Although these controversies could have arisen in traditional public schools, we believe that these legal controversies could have been easily avoided in charter schools had the school leader been legally literate.
This commentary critiques the traditional view of student teachers as too narrow. Rather than preparing pre-service teachers to educate students only, they must also be prepared to engage veteran educators and administration in complicated and complex conversations about pedagogic and curricular choice. An example of what this might look like is described.
This article explores and criticizes the ascendancy of skills thinking in Higher Education. Drawing on the experience of the United Kingdom and Europe it argues that the focus on skills acquisition in universities is paralleled by a tendency to devalue the intellectual content of academic subjects. Frequently this instrumental turn of education also leads to trivialization of the meaning of a skill.
This commentary explores the disconnect between recent educational reforms and Americans’ beliefs about teachers and teaching.
This commentary discusses what teachers' metaphors reveal about current struggles in urban schools. The author argues for a reconceptualization of metaphors of teaching and a better understanding of teachers' challenges stemming from contemporary policies and politics.
We are not responsible for the contents of the scripts we were handed at birth as Americans—as teachers, but we are responsible for the edits. Reality exists in our minds and nowhere else. It is not out there, but inside us. Progress begins simply by changing our minds. Teachers make a difference in urban education. White female middle-class teachers represent 84 percent of Americas’ teachers. For teachers who are willing to change their minds, their cultural narrative about themselves and their students’ school success is possible in urban America. Create and tell a life-affirming story.
Students who attend school in the rural communities and small towns of five Southern states suffer the lion’s share of all corporal punishment that takes place in the nation’s public schools; and it is in these small towns and rural communities where corporal punishment must be vigorously attacked.
The authors introduce sports counseling as a
close and newly discovered younger relative of sport psychology. They explore the evolution of sport counseling services and how these services may differ from more mainstream and psychology. They point out the differences and similarities of services that sport psychology and counseling provide and how both are critical to athletes.
In many areas, discussion of the Common Core standards has degraded into the talk of conspiracy theorists. This troubling development has overshadowed the very real concerns with implementing the standards that advocates need to address. This article, after dispatching the conspiracy wing-nuttery, outlines several lingering questions regarding the Common Core with the hopes of sparking a more productive discussion of this enormous undertaking.
Although educational efforts have a purported attention to serve the whole child, for many individuals, the separation between “church” and state requires a separation between self and school. Understanding how to balance the constitutional clauses regarding religious separation and free exercise in classrooms and schools within a religiously pluralistic society is an educational, civic, and legal challenge. While there is common ground that non-devotional studies of religion are required components of anti-bias educational approaches and integral to the study of humanities and world history, controversy remains about how to incorporate the personal religious views of students and educators. Given that religion encompasses particular cultural funds of knowledge, how do religious experiences facilitate and challenge learning? How should the personal religious views of students be addressed, if at all, in the teaching and learning process given foci to support the whole child in a culturally sensitive manner? This essay explores a critical and often silenced conversation about the humility and support educators need to help navigate the space between self and school.
This commentary discusses a common conception of professionalism and the means of conveying it to preservice teachers in teacher education programs. Suggestions for change based on the literature are provided.
Previous high school dropout research has focused on factors that place students “at-risk” of leaving school without a diploma. However, limited research has examined federal policies that shape the re-enrollment of youth who dropout only to return. This commentary examines the role of federal policies, in particular No Child Left Behind (2001) in increasing graduation rates through dropout recovery initiatives. Two aspects are discussed including 1) how students who dropout of school and return for a diploma will be counted in graduation rates, and 2) what current variability in how graduation rates are calculated mean for returning youth. There are critical implications for students, educators, and policymakers who are implementing dropout recovery efforts to re-engage youth that have been disengaged from the public school system.
"CHOICE" is a commentary in comic book form about how a professor of education grapples with the issue of school choice, against the frictions between her intellectual convictions, the evaluation system of academic life, and the hegemony of consumerist culture that dominates her daily existence.
This article responds to the National Council on Teacher Quality’s newly released ranking of teacher education programs by arguing that teacher educators need to find their voice. As policy-makers continue to search for something to blame for low student achievement in urban schools, they have fixed first on teachers and now on teacher preparation. In response, teachers and educators need to stand their ground and demand a well-deserved seat at the table. To avoid becoming a victim in the education wars, teacher educators need to speak out about what they know and need to ensure that teachers succeed and schoolchildren learn and thrive.
In this commentary, the authors examine six assertions made by edTPA advocates about its impact on teaching and teacher education. These claims contradict the authors’ experiences and educational values because the edTPA narrows what it means to teach and undermines the core ideals of their practice.