This commentary examines the linking of ACT scores with state accountability measures. It argues that ACT demonstrates potential in increasing postsecondary opportunity, particularly for students from low-income families. However, high school administrators, teachers, and students need to work collaboratively if this is to happen.
This commentary piece explores the global field of peace education with key insights from programs around the world.
This commentary engages brief reflections on the pedagogical implications of armed security increasingly appearing in a number of sectors in institutions across the United States.
This commentary presents an analysis of the educational marginalization of AI/AN students against international contexts with similar histories of colonization, and offers recommendations to better serve this student group.
In this letter we respond to the decision made by TCR to publish Hannibal Johnson's commentary, Word Play: How "Black English" Coarsens Culture, on December 10, 2015.
With this commentary, we add our voices to the rising tide of dissent and resistance to the edTPA. As teacher educators we want to highlight the ways that the edTPA and its proponents represent academic oppression against vulnerable teacher candidates. Additionally we provide resistance in the battle to define good teaching.
As South Korea’s normalized discourse of “one people, one nation” is being challenged by both the rapidly increasing number of immigrants and concurrent efforts to increase national competitiveness in the global market, this commentary calls for examining what a "normal" child should be to reflect the rapidly transforming demographic landscape.
This commentary proposes that the phrase “teacher leader” adds to confusion about the concept, given many possible interpretations of how the term “teacher” relates to “leader." We should instead refer to “teacher leaders” as “teacher-leaders," and linguistically and conceptually position them as simultaneously leaders and teachers.
In this commentary, I reflect on the value of qualitative research methodology classes. As I show in my discussion of the classes I teach, what students learn from the class is not solely a methodological approach to inquiry, but a different (and for many, a new) way to ask questions, and as I suggest, to “see the world anew.”
School leaders are faced with stress as part of their daily jobs; however, left unaddressed, stress has the potential of becoming mentally and physically exhausting. School leaders need opportunities for stress reduction as well as the means to predict and anticipate stress in an effort to minimize its effects. This commentary discusses leadership-related stress and offers strategies to minimize and cope with stress.
This work explores and addresses the programmatic support of doctoral student socialization via social media.
In Obergefell v. Hodges (2015), the U.S. Supreme Court ruled in a 5-4 decision that the U.S. Constitution guarantees a right for same-sex couples to marry. Some commentators have noted how this opinion raises questions related to educational employment matters. For example, after the Obergefell decision, LGBT educators might likely assume that they are now free to marry without fear of retaliation in their schools. Unfortunately, this has not been the case.
The purpose of this commentary is to explore, illuminate, and discuss advocacy regarding the problem of the lack of representation of African American male characters in books grades 2-5. This commentary includes a brief discussion of the existing research on children’s literature for African American males, strategies for advocacy, and educational implications.
All we are, it has been written, is contained in the stories we tell. In addition, a story becomes a calling to another person. In this case,the story teller is a young high school student, the listener called is her teacher. The actual story involves a literal calling for help.
The purpose of this commentary is to explore, discuss, and provide solutions for Teacher Educators looking to revisit their current practices with preservice teacher candidates in order to cultivate their professionalism. There are five habits discussed within the context of teacher professionalism. Educational Implications are discussed and delineated in this commentary.
A recent study found that corporal punishment declined in Texas public schools from 2010-2011 to 2014-2015. The percentage of students who attended school in districts that formally prohibit corporal punishment increased from 60% to 66% over four years. Furthermore, through the examination of OCR data for the 2011-2012 academic year, the study found that 72% of Texas students attended school in districts that did not report a single incident of corporal punishment.
As the edTPA quickly becomes the gold standard of teacher performance assessments, the field needs to reflect on what sense our candidates are making of the measure. In this commentary we share our candidates’ conclusions about what the edTPA measures well and less well, and the dangerous inferences they draw from these conclusions. Our aim is to alert teacher preparation programs that teacher candidates view the high stakes performance assessment as an exhaustive checklist of competencies, rather than one of many measures that assess different clusters of teaching skills. The field must counteract this erroneous conclusion and help candidates understand that there are critical competencies that fall outside the scope of the edTPA, which must be developed before being ready to practice.
Sixteen states require their Departments of Education to assign a single performance indicator such as a “letter grade” to schools within those states. We take a look at the relationship between school grades and poverty in one of these states. Our analysis indicates that there is a moderate negative correlation between poverty and school performance indicators. We discuss the implications for communities and structural poverty and make a plea to reconsider the manner in which single performance indicators are determined.
The purpose of this commentary is to consider the role of contemplative practices in the teacher preparation curriculum. Contemplative practices help reduce stress, improve a sense of well-being, and increase coping abilities for professional demands. They can be particularly useful in managing stress in transition situations. We suggest that students preparing to teach be provided specific training on how to use contemplative practices for sustaining positive personal and professional development.
The commentary raises the question of whether teachers are becoming aides to tools of technology.
This essay discusses “Black English” in the context of the overall African American culture, with particular emphasis on the consequences of reliance on non-standard English in a competitive, capitalistic, majoritarian-oriented society.
As previous classroom teachers and now faculty and administration in higher education, we spend time teaching, researching, writing, influencing (at least attempting to), and implementing educational policy and practices. Braced by our experiences as educators and our commitments to the principles of justice and equity we highlight the often odd and irrational approaches to addressing the woes of education plaguing the United States. Framed by Swift (1729) and his infamous A Modest Proposal where he suggests the poor sell their children to the rich and privileged as food, we look at the absurdity of recent educational policy and practice and wonder, facetiously, if this same absurdity has been the inspiration for much of the current construct of the K-12 education system and what our role in higher education is to counteract absurdity.
This commentary critiques top-down, instrumental approaches to character education. We argue that a pedagogical move from teacher instruction to student construction of what it means to be a socially responsible, politically engaged citizen in a democracy requires a thought-driven approach to character education. We draw from political theorist Hannah Arendt’s analysis of thinking and moral considerations to guide our review of a widely promoted character education program: Character Counts!
This piece is a reflection on my experiences with disability in education, first as a student, then as a teacher, and ultimately, as someone who became disabled, but it is also an argument for a significant change in the manner in which most educational institutions treat, represent, and serve individuals with disabilities. I suggest that including the perspectives of more researchers and teachers who are disabled into the wider education research community is one way to begin this transformation.
The use of data has produced a narrowing effect in education. It has caused schools to narrow the content we are teaching, focusing on key learning targets (e.g. Common Core State Standards). At the same time, it has caused us to narrow the students we are teaching. Since schools are evaluated by proficiency percentages, educators are using data to create categories of “green,” “yellow,” and “red” students, and diverting resources disproportionately toward “yellow” students as a means of boosting overall percentages. This commentary discusses the consequences of this phenomenon, particularly on student equity and on teacher morale. It ends by urging school systems to use data in a way that tracks growth rather than performance, in an effort to mitigate the triaging effect.