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.
This commentary considers the case of Jill Bloomberg, a principal who was questioned about her political affiliations. It argues that teachers have the right to speak their minds, but they also have to let students make up their minds.
Making time to listen is fundamental to the work of an academic leader when colleagues are being required to make significant changes to the way they teach.
The authors critically examine the constructs of morality and value in regards to education.
This commentary critiques current proposed legislative efforts in California that seek a resolution to the state's teacher shortage crisis.
Scholarly insights into the principal-student relationship are scarce compared to scholarship regarding the teacher-student relationship. This commentary considers questions that may arise from a deeper examination of the principal-student relationship and calls for increased attention to the topic.
This commentary highlights the urgency of establishing and nurturing communal social media spaces of resistance for Black women in urban education to support sustainability, retention, and overall career contentment.
This commentary reflects on a dialogue among members of the Critical Perspectives on Early Childhood Special Interest Group. A group of authors share contentions regarding the implementation of anti-bias education and implications for teacher education, teachers, children, and families.
In this commentary, the authors set out thoughts on school leaders’ crucial roles in fostering evidence-informed and -engaged learning environments. They argue that school leaders must address both transformational and pedagogical aspects. Addressing both, they provide a definitive summary checklist for the role of school leaders in developing their schools in this manner.
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 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.