by Elizabeth Covay Minor
Teachers' perceptions of students' academic ability vary significantly by the race of the student. This study examines how students' test scores and teacher reports of students' social and behavioral skills explain black-white differences in teacher perceptions of students' academic ability. Using teacher fixed-effects models and the ECLS-K data from the fall and spring of kindergarten, this study finds that racial differences in teachers perceptions of students' academic ability are mostly explained by test scores, teacher reports of students' social and behavioral skills, and teachers' perceptions of academic ability from the beginning of the year. Behaving well at the beginning of the school year is especially important for teacher perceptions of black students' academic ability.
by Susan Moore Johnson, Stefanie K. Reinhorn, Megin Charner-Laird, Matthew A. Kraft, Monica Ng & John P. Papay
This interview study focuses on the role that teachers play in identifying and addressing the challenges faced by their high-poverty urban schools. We found that teachers grant their principal considerable discretion in setting the initial reform agenda but ultimately grant or withhold support based on whether their principal’s approach to teacher leadership has been inclusive or instrumental.
Education researcher Amanda Kibler discusses her co-authored article, Languages Across Borders: Social Network Development in an Adolescent Two-Way Dual-Language Program. Watch and discuss this episode of The Voice on Vialogues.
by Jordan Corson & Daniel Friedrich
This commentary engages brief reflections on the pedagogical implications of armed security increasingly appearing in a number of sectors in institutions across the United States.
by Gary Natriello
Teachers College Record subscriptions will now include two yearbooks in each calendar year.