by Randy Bomer, Joel E. Dworin, Laura May & Peggy SemingsonThis article critiques the content of a popular professional development program for educators developed by Ruby Payne that focuses on children and families living in poverty. We found Payne’s claims about poverty to be without support by comparing them to existing research from anthropology, sociology, and other areas.
by Amy Stuart Wells, Jacquelyn Duran & Terrenda WhiteIn light of the U.S. Supreme Court’s ruling on two racial integration cases from Louisville, Kentucky, and Seattle, Washington, the authors explore the mismatch between the rationale of the Court’s majority in declaring these desegregation plans unconstitutional and the social science research on the long-term effects of such plans on the adults who had desegregated school experiences as children. They conclude that two powerful and intertwined themes found in both new and existing research – that racial discrimination and its legacies still exist in the form of “structural inequality” and the “diversity rationale” for bringing children of different backgrounds together to learn – both support the efforts of the two school districts in these cases.
by Keith Whitescarver & Jacqueline CossentinoThis article examines the American Montessori movement from its failed introduction in the United States in 1911, to its rebirth in 1960, to its current resurgence as a time-tested alternative to traditional public schooling. Montessori pedagogy is situated in an international context, exploring both the manner by which an essentially twentieth-century European import was transformed into a predominantly twenty-first-century American export and the impact of a continually changing American educational landscape on the movement.
by Cynthia Carter Ching & Yasmin B. KafaiThis study examines the nature of collaboration among more and less experienced students within learning through design, a project-based science inquiry curriculum. The article proposes and argues for the term peer pedagogy to describe the purposeful and strategic ways in which more experienced students socialize novice learners into design-specific ways of knowing and doing.