by Gail L. Sunderman & James S. KimThis article examines the implications of expanding the federal role in education under the No Child Left Behind Act of 2001. It focuses on the developing set of relationships between federal, state, and local officials under the new law and the factors that contributed to a growing conflict over implementation.
by Laura M. Desimone, Thomas M. Smith & Kristie J. R. PhillipsUsing a national sample of high school mathematics and science teachers from the Schools and Staffing Survey (SASS), we find that authority (teacher leadership and control over school and classroom policy), not power (frequency of evaluation of teachers and professional development, and ease of dismissal of teachers), is associated with teachers taking the kind of professional development that we know improves teaching and learning—activities focused on subject matter content and instructional strategies, as well as active interactions with other teachers around curriculum and instruction. Similarly, we find that stability (measured by reduced teacher turnover), not the consistency of professional development with other reforms, is associated with taking effective professional development.
by John Smyth & Peter McInerneyTackling the issue of why so many young adolescents continue to disengage and make the active decision to ‘dropout’ of school continues to plague schools around the world. This article describes an instance of an Australian school that had courageously reformed itself in ways that gave students a genuine measure of ownership and voice in their learning, elements that are emerging as key indicators in an alternative school reform trajectory.
by Reitumetse Obakeng Mabokela & Jean A. MadsenThis article examines how intergroup differences create performance pressures for African American teachers and how this pressure affects their ability to contribute optimally in suburban desegregated schools. Findings from this study may provide insights on how these schools can improve workplace relationships and recruit and retain teachers of color.
by Jaekyung LeeThis article examines the causes and prevalence of private tutoring as a form of supplementary education from a comparative perspective: Who takes private tutoring and why? It explains both between-country and within-country variations in after-school math tutoring as collective and individual choice through secondary analyses of the 1995 TIMSS eighth-grade student and teacher survey data sets, with a focus on the cases of Korea and the United States.
by Alan Wieder“A Mother and Her Daughters” describes and analyzes the lives of three Jewish South African women who combined pedagogy and politics as teachers in the fight against apartheid in South Africa. Individually and collectively, the stories of the Silbert women offer possibilities of education for democracy—in South Africa and throughout the world.
by Dorothea Anagnostopoulos & Stacey A. RutledgeThis article examines the implementation of a school sanctioning policy in two urban high schools. Drawing on a cultural sociological perspective, the authors trace the explanations and remedies of school and course failure that faculty in both schools enacted in response to the sanctioning policy. The authors conclude that although the policy prompted faculty efforts to improve schoolwide tests scores, it had little impact on how principals and teachers understood and responded to the difficulties that students encountered in their academic courses. Although principals viewed course failure as largely intractable, teachers attributed a moral causality to it, locating its cause and responsibility in their students’ moral deficiencies. The study thus raises questions about for what and to whom sanctioning policies ultimately hold schools accountable.