by Jennifer Jellison HolmeThis article examines high schools’ responses to exit testing policies through in-depth case studies of five low-performing high-poverty high schools across five school districts in Texas.
by Linda J. Sax, Tiffani A. Riggers & M. Kevin EaganUsing a national sample, this study uses multilevel modeling to understand how self-reported levels of academic engagement differ between women who attend single-sex and coeducational high schools.
by Keffrelyn D. Brown & Lisa S. GoldsteinThis article highlights the contradictions that preservice teachers encounter when attempting to reconcile their own perspectives about academic achievement that emphasize growth and progress with those found in larger policy and school contexts that focus on success and mastery of common learning standards. The authors offer that using the more precise terms academic progress and academic success will clarify these contradictory perspectives on academic achievement and illuminate the complexities that teachers encounter when preparing to teach in a post–No Child Left Behind context.
by Mark E. Engberg & Gregory C. WolniakThis article examines the effects of individual- and institutional-level factors across secondary and postsecondary contexts on students’ likelihood of majoring in the science, technology, engineering, and mathematics (STEM) fields in college.
by Kevin J. Dougherty, Rebecca S. Natow, Rachel Hare Bork, Sosanya M. Jones & Blanca E. VegaExamination of the political origins of state performance funding for higher education in six states (Florida, Illinois, Missouri, South Carolina, Tennessee, and Washington) and the lack of its development in another two states (California and Nevada).
by William R. Penuel, Kenneth A. Frank, Min Sun, Chong Min Kim & Corinne SingletonThis article examines how the effects of institutions on teaching practices can be mediated by social networks within schools. The study focuses on teachers’ responses to policies developed from the National Reading Panel’s recommendations for teaching reading.
by Linda HarklauAlthough Latinas’ relatively low rate of college-going has sometimes been explained by the influence of traditional gender roles, this article argues that sometimes it might instead represent emergent feminism and a means of contesting and remaking those roles. Based on a 5-year case study of one academically gifted Mexican American immigrant youth who decided to go to work instead of college, the article considers implications for Latina college recruitment.
by Robert HalpernIn this article, the author explores the implications of the trend toward linking early childhood education more closely to schooling. He uses the example of “prek-3rd” to point out both positive and problematic aspects of this trend.
by James Wilkins, Marilyn Alibutod & Anindita NugrohoIn the United States, foreign-born workers of Hispanic origin have been central to the construction industry for decades. Many of these workers have experienced only limited education in either English or Spanish and most are bilingual to some degree. As employers are beginning to recognise the benefits of providing access to the OSHA 10- and 30-hour Construction Safety Training Course, the industry has begun to experience a downward trend in preventable accidents, illnesses and fatalities. Despite this decline, a detailed review of recently published research indicates that foreign-born workers of Hispanic origin remain nearly 70% more likely to be involved in a work-related incident than their American-born counterparts. In order to develop and provide effective workplace learning programmes it is necessary to assess the impact which these workers’ literacy and confidence in a second language has on their professional capabilities. This problem is examined by utilizing a simple post-test only randomised experimental design to measure knowledge retention among this demographic immediately following the completion of OSHA 10-hour Construction Safety Training Courses when the languages of instruction were English-only, Spanish-only and both English and Spanish. The data revealed that workers who fall into this category retained more knowledge from the training course when it was taught using a translanguaging approach. This data will be of value to designers of workplace education programmes, who will be better placed to incorporate a bilingual element into their instructional methodologies.