Teachers College Record: Volume 112, Number 1 (2010)

Volume 112, Number 1 (2010)

Cosmopolitanism and Education: A View From the Ground

by David T. Hansen

This article elucidates a long-standing strand of cosmopolitan thought and conduct, one rooted in everyday life experience, and outlines its implications for educational thought and practice today.

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Strange Fruit Indeed: Interrogating Contemporary Textbook Representations of Racial Violence Toward African Americans

by Anthony L. Brown & Keffrelyn D. Brown

Drawing from an extensive analysis of the most recently adopted elementary and secondary social studies textbooks in the state of Texas, this article examines the knowledge constructed about racial violence and African Americans in the United States.

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What Predicts Fear of School Violence Among U.S. Adolescents?

by Motoko Akiba

This study examined individual and school factors associated with 15-year-olds’ fear of school violence using U.S. data from the Program for International Student Assessment (PISA).

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“To Not Be a Traitor of Black English”: Youth Perceptions of Language Rights in an Urban Context

by Valerie Kinloch

This article examines perceptions of language by two African American teenage males, Phillip and Khaleeq, who travel between the intricacies of Black English and Academic English in their daily lives. In this examination, the article engages in a historical framing of language rights issues as related to the policy resolution Students’ Right to Their Own Language to argue that classrooms should be more responsive to students’ languages and identities.

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“You Can Form Your Own Point of View”: Internally Persuasive Discourse in Northern Ireland Students’ Encounters With History

by Keith C. Barton & Alan W. McCully

In this research, the authors sought to understand how students make sense of competing approaches to history, and in particular, how they understand the relationship between the approaches they encounter in school and elsewhere.

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Learning From Success as Leverage for a Professional Learning Community: Exploring an Alternative Perspective of School Improvement Process

by Chen Schechter

This study represents a pioneer attempt to investigate a school improvement process that incorporates the notion of learning from success as a collective learning mechanism for developing a professional learning community. This case study examined the evolving stages of a collective learning-from-success process at one comprehensive (middle and secondary) public school that participated in a national program aiming to foster ongoing collective professional learning.

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Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathematics Teacher Community

by Ilana Seidel Horn

This article explores the intersection of teacher learning and collegial interactions, reporting findings from a highly collaborative, improvement-oriented high school mathematics department. The author identifies discourse structures important to the representation and exploration of problems of practice.

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Catching Up in Community Colleges: Academic Preparation and Transfer to Four-Year Institutions

by Josipa Roksa & Juan Carlos Calcagno

This article examines the role of academic preparation in the transition from community colleges to four-year institutions, and, in particular, the ability of community colleges to mitigate the negative effects of inadequate academic preparation.

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Examining Teachers’ Beliefs About African American Male Students in a Low-Performing High School in an African American School District

by Marvin Lynn, Jennifer Nicole Bacon, Tommy L. Totten, Thurman L. Bridges, III & Michael E. Jennings

The article draws on the critical race studies in education and teacher quality literature to examine how teachers in a low-performing high school attempt to explain the widespread academic failure experienced by their African American male students.

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Disrupting Injustice: Principals Narrate the Strategies They Use to Improve Their Schools and Advance Social Justice

by George Theoharis

This article focuses on six principals who saw injustice being perpetuated for marginalized students and worked to change that reality. This piece uses voices from principals as they describe the strategies they used to improve their schools and advance social justice.

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Abstract