by H. Kenny Nienhusser, Blanca E. Vega & Mariella Cristina Saavedra CarquinThis research examines the experiences of 15 undocumented immigrants who graduated from public high schools in New York City and identifies nine types of microaggressions they encountered during their college choice process.
by Mary McCaslin, Christine C. Vriesema & Susan BurggrafStudents’ self-conscious emotions and coping strategies were examined in three classroom social/instructional contexts: private, small group, and whole class. The School Situations (SS) inventory, a pencil-and-paper measure of children’s self-conscious emotions in the classroom, was developed for this purpose and administered to students in grades 4 – 6 as part of a larger teacher professional development project in mathematics. SS was administered after the program pretest and posttest. Participants attended schools within a single district that varied in socio-economic status. Schools were labeled as high or moderate poverty density, defined by percentage of students receiving free or reduced lunch support. Findings revealed the importance of context—cultural (poverty density), social (classroom social/instructional format) and personal (readiness)—in the co-regulation of students’ self-conscious emotions and coping. Further, an exploratory factor analysis revealed five unique subscales that allow a more refined understanding of students’ emotional adaptation in the classroom. The five factor-derived scales—Distance and Displace, Inadequate and Exposed, Regret and Repair, Proud and Modest, and Minimize and Move On—inform how considerations of students’ emotional adaptation might be included in teacher education programs and how SS might be adapted for teacher classroom use.
by Bradley A. Ermeling & Jessica YarboThis case study of two secondary school teacher teams explored the potential of collaborative partnerships with outside content experts (OCEs) for infusing new resources and perspectives that move beyond persistent images of classroom instruction. Findings reveal several pivotal episodes of interaction with clear evidence of OCE influence on teacher instructional plans.
by Jason Ellis & Paul AxelrodThis article examines special education in one Canadian urban public school system, the Toronto system, from 1945 to the present. Prepared with a wide audience of historians and education researchers, policymakers, administrators, teachers, and others in mind, the article explains the many different change factors – as well as the significant continuity – that have been present in the historical development of special education policies. Change factors include school board decisions, parent lobbying, experts’ influence, funding changes, and shifts in the categories of disability that special education has used. Continuity has been present in the form of a longstanding reliance on separate educational settings for exceptional children and the ongoing recurrence of a medical or treatment approach to learning difficulties and disabilities.
The article covers major developments since 1945: system expansion in the 1950s and 1960s; criticism of dead-end special programs in the 1970s; reforms in the 1980s, including Ontario’s Bill 82; cutbacks in the 1990s; and the rise of integration, mainstreaming, and finally, inclusion. Developments in Toronto’s public schools since 1945, in many ways, have been typical of policy development in other jurisdictions, and comparisons are made to policy in other Canadian and American school systems.
by Manuelito D. Biag & Monika A. SanchezThis article examines the challenges and limitations of a research alliance—between a university research center, a high school, and one of its feeder K–8 school districts—focused on improving school climate.
by Jacob W. NeumannThis article analyzes the effects of mandated accountability testing, teachers' knowledge and beliefs, and teachers' milieu on the work of four social studies teachers in one middle school in Texas. The article argues that more comprehensive and holistic research efforts are needed for researches to be able to more fully understand and communicate to readers the combination of factors that impact teachers' work.
by Josipa RoksaWhen inequality of opportunity is discussed in higher education, it typically pertains to access to college. This article shifts attention to instructional quality and examines whether students from all sociodemographic groups report similar levels of instructional quality and whether that changes as they progress through college.
by Irene H. YoonThis article analyzes the way that a teacher community shares stories about students in a racially and socioeconomically diverse elementary school. The narratives that emerge from the teacher community’s discourse reveal these middle-class White women teachers’ intense ambiguity about, and social distance from, their students. Implications for leadership and policy in response to this common occurrence in schools are discussed.
by Teija LöytönenThe literature on collaborative inquiry is emerging in different fields of research, especially in adult education and teachers’ professional development. The studies show that an increasing number of teacher professional developers are structuring experiences around collaboration and inquiry, thus striving from one-time workshop approach towards a more embedded, long-term and reflective processes in professional and community development. Also within the arts both research and professional practices have undergone changes that reflect increased co-operative and collective participatory efforts.
While interesting and insightful articles on collaborative inquiry have been published little has been discussed about the subtleties of collective and collaborative knowledge generation within different contextual frames. By using the field of dance education in Finland as an example and by describing the critical incidents that occurred during the collaborative knowledge creation process amongst the participating dance professionals this article sheds light to a more general phenomenon of facilitating the creation of new knowledge in professional contexts, that are characterized by epistemic diversity or specificity. In so doing, the article offers some insights into how collaborative inquiry could offer a more practitioner-based and context-sensitive social space to enhance sensible meaning making and actionable knowledge creation.