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Volume 114, Number 10 (2012)

 
by Marilyn Cochran-Smith, Matthew Cannady, Kirstin Pesola McEachern, Kara Mitchell, Peter Piazza, Christine Power & Amy Ryan
This article provides a conceptual analysis of empirical research that examines the connection between teachers’ education and its outcomes, consequences, or results, and then links this research to the political controversies and the local and larger policy debates that have shaped it. The article identifies six genres that capture the multiple ways researchers from different disciplines and with different intentions have conceptualized and studied these connections.
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by Bruce A. Kimball & Benjamin Ashby Johnson
In view of the widespread attention given to endowments of colleges and universities in recent decades, this historical essay explains how the importance of endowment, the emphasis upon increasing it, the competition for it, and even its current meaning originated between 1890 and 1930. This development established an upper tier of wealthy universities that maintained their elite status through the ensuing century, thereby contributing to the stratification of higher education in the United States over the long term.
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by Christine Woyshner
This article examines the efforts of the Commission on Interracial Cooperation to have Black history taught in White southern schools from 1928 to 1943. The author raises questions about teachers’ activism and the impact of curriculum on shaping teachers’ and students’ attitudes and beliefs.
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by Ramona Maile Cutri, Jill Manning & Cecilia Santiago Weight
This self-study of practice explores how three mothers who are also educators negotiate their cross-class identities while living a curriculum of moral education with their children who are growing up upper middle class. The approaches and strategies of living a moral education curriculum chronicled in their stories offer a developmentally sensitive model of moral education that could, with modification, inform approaches to educating critical class conscious educators.
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by Ramón Antonio Martínez & Karen Hunter Quartz
This article examines a reform effort initiated by a coalition of educational leaders and community-based organizations in Los Angeles as a means of providing high-quality public school options for students in an underserved community. Based on interviews with school district, community, union, and other educational leaders, this study explores how various political actors collaborated to bring about unprecedented education reform in the nation’s second largest school district, highlighting both the promise and challenge of community organizing for school reform.
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by Morgaen L. Donaldson
Entrants to teaching from other careers potentially provide a source of teachers for hard-to-staff rural and urban schools. Based on retrospective, longitudinal data collected through a survey of over 2,000 Teach For America (TFA) teachers who began their careers in schools serving high proportions of low-income and minority children, I found that older TFA entrants to teaching had a lower risk than did younger entrants of leaving low-income schools, the teaching profession, and broader school-based roles. I further found that, among those who left teaching, older entrants’ reasons for doing so differed from those of their younger counterparts.
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by Teresa Eckrich Sommer, P. Lindsay Chase-Lansdale, Jeanne Brooks-Gunn, Margo Gardner, Diana Mendley Rauner & Karen Freel
This article outlines a new conceptual framework for promoting postsecondary educational achievement and workforce development among low-income parents while simultaneously advancing the learning and healthy development of their young children. It proposes a dual-generational intervention—an approach that addresses the educational needs of both children and their parents—whereby early childhood education programs may serve as the access point for promoting low-income parents’ postsecondary education and career training.
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by Susan Moore Johnson, Matthew A. Kraft & John P. Papay
This article examines how the context of work affects teachers’ job satisfaction, their decisions to remain in their school, and student achievement. The authors found that teachers are more satisfied and plan to stay longer in schools that have a positive work environment, and that students in these schools achieve greater academic growth. Although a wide range of working conditions matter to teachers, social conditions including the school culture, the principal’s leadership, and relationships among colleagues are most important.
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by Dorinda J. Carter Andrews
This article examines how high-achieving Black students respond to experiencing racial microaggressions in the form of racial spotlighting and ignoring in a predominantly White high school. The author discusses students’ resilient behavioral strategies, which represent resistance to these types of microaggressions and enable these students to maintain academic and social success despite experiencing racism in the school context.
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