In this study, I provide initial quantitative evidence on the prevalence and impact of public school district secessions in a national context. I found that since 1995, dozens of districts across the country successfully seceded. These secessions generally serve to worsen racial/ethnic and socioeconomic inequities, particularly in the South.
In this study, the authors examine the initial quantitative evidence of changes in segregation disaggregated by race/ethnicity and income. Findings reveal that student experiences of racial/ethnic segregation depend on their family income. Results suggest that income accounts for an increasing share of racial/ethnic segregation between White and Black students and White and Hispanic students, but a decreasing share of Asian–White segregation.
This study explored how a dis/ability can be understood as a source of strength and mediate learning in a hybrid space. The notion of “opportunity encounters” is proposed to explain how bilinguals with dis/abilities can learn in-between languages, cultures, and also abilities.
Employing a nationwide survey of 14,114 high school students and a quasi-experimental research design, this study investigates changes in students’ reported interest in STEM (science, technology, engineering, mathematics) careers after taking a dual enrollment STEM course. After controlling for demographic, academic, and background characteristics (e.g. interest in a STEM career before the intervention), the odds of a STEM career intention were 1.3 times (p < .05) greater for those taking a dual enrollment course compared to peers who did not.
School improvement planning can be a critical opportunity for educational leaders, especially those in low-performing schools, to devise goals and enact strategies that improve school performance. Our analysis of approximately 400 semester-long school improvement plans suggests that plans could better identify and articulate goals and their underlying rationales along with how specific strategies help schools meet those goals.
In this qualitative study, we used an adapted grounded theory approach to explore whether and how teachers’ perceived emotional practice mapped onto the existing emotional labor constructs (emotional display rules and emotional acting: surface and deep). We found that teachers perceived feeling rules in addition to display rules, and that teachers described both surface and deep acting, as well as another form of emotional acting: modulating the expressions of their authentic emotions, which we call modulated acting.
As neighborhoods across the country that have historically been home to residents of color experience an influx of White and middle-class residents, new questions arise as to whether these demographic shifts in neighborhoods correspond to school-level demographic changes. This quantitative analysis finds Washington, DC’s most rapidly gentrifying areas have experienced a reduction in racial segregation, more so in traditional public schools than in charter schools.
Relying on statewide survey data collected for the purposes of this study, we examined under what conditions preservice teachers feel as though they are graduating with adequate knowledge about chronic absenteeism and how to address absence issues in schools. Our findings suggest that preservice teachers who found their programs to be helpful, who felt supported by supervisors, and who found usefulness in their field placements also felt as though they had greater knowledge about chronic absenteeism and how to address it.
This article provides an overview of the special issue on reimaging research and practice at the crossroads of philosophy, teaching, and teacher education. The authors describe the research context out of which the issue arose, and they summarize the articles that comprise it.
This afterword is part of the “Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education”
This article uses both qualitative data and philosophical argumentation to examine how an exercise, called "Interruptions," can help educators engage in thinking-in-action and, in turn, care for their ethical selves.
This article responds to the question of what role there might be for philosophy of education in an era marked by the demand that students graduating from teacher education programs be immediately effective, with “effectiveness” often narrowly, if not wholly, defined by the results of student standardized test scores. Though philosophy appears marginalized by core practices approaches to teaching and teacher education, we suggest that as core practices gain traction, philosophers of education will find new opportunities to engage with teaching and teacher education.
This article explores transformative teaching through the terms engaging with both the cognitive capacities as well as the racialized body schema of college students in predominantly white institutions.
There is a vital connection in teaching between curriculum and memories that should be fostered in our classrooms. We examine how the living work of teachers might reposition curriculum as a body of dynamic memories: a constellation of struggles and belongings, failures and accomplishments. The role of the teacher, in this context, is as a handler of those memories
The article argues that teacher candidates should be prepared to nudge students towards a pluralistic opportunity structure. It is part of the special issue entitled Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education.
This article utilizes the practice of philosophical meditation, as articulated in Pierre Hadot’s examination of philosophy as a way of life, to inquire into early childhood learning and teacher education, with particular attention to the discourses of improvement and accountability that have shaped current policies and reform efforts. We link this meditational focus with feminist and de-colonial theoretical perspectives to make visible the role of power in characterizations of children’s learning as related to norms of development, minoritized identities, and hierarchies of knowledge. As two women teacher educators situated within the disciplines of philosophy and literacy, we probe our own experiences to surface, investigate, and reframe the notions of educational improvement that underlie our respective practices.
This Afterword recounts aspects of the collaborative process that gave birth to this issue as well as elements of teaching, teacher education, and philosophy that cut across the articles. It focuses on the person, experience and reflection, and belief, purpose, mission, and alignment with practice. It attempts to bring these ideas to life through story.
This study conducted a meta-analysis with 21 studies to estimate the effects of student-level cash incentives on test performance.
This study examines the effect of the Post-9/11 GI Bill on college enrollment rates among veterans with service-connected disabilities.
This article uses qualitative, descriptive, and social network analysis to describe and visualize the content of curricular resources from 10 influential organizations providing curricular and professional resources for state standards in secondary English/Language Arts.
This article reports on a study examining the ideological assumptions of state-sanctioned financial literacy standards in the United States and Canada. Employing critical discourse and ideological analysis, the study investigated what the standards implied about individuals’ financial outcomes and what was made invisible about the ways in which people achieve or fail to achieve economic security and wealth.
In this study, we draw on information from student newspapers and interviews to illuminate the reasons why students mobilized on college campuses. We focus on those campaigns that followed the I, Too, Am Harvard campaign. We find that students were primarily motivated to mobilize by the need to highlight factors that create negative campus climates for students from historically marginalized populations, such as microaggressions.
This mixed-methods study investigates factors associated with beginning community college STEM students’ decisions to transfer in STEM fields, and how students describe these factors as either supports or barriers that undergird their decisions to stay or leave the STEM transfer pathway.
This article focuses on Hubert Harrison’s participation and influence in several dimensions of the network of informal education that emerged in Harlem life in the first part of the 20th century: street oratory, educational forums, and the black press.
Using interview data and an institutional logics perspective, this paper examines how higher education professionals perceive, understand, and support college students who experience basic needs insecurity.