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.
In this study, the authors examine the impact of recent changes in federal reporting of student racial/ethnic data, which, prior to 2008, required students to identify as belonging to a single race but now allow students to identify as multiracial. Findings reveal that this change problematizes research on trends in segregation and may lead to discrepant conclusions about the direction and magnitude of trends in segregation.
The authors provide an overview of the special issue on reimaging research and practice at the crossroads of philosophy, teaching, and teacher education. They describe the purposes and the background of the research context out of which the issue arose, and they summarize the articles that comprise it.
The author responds to several themes that emerge across the articles in the special issue, considering them in light of contexts of schooling, teacher education, and the contemporary historical moment in the United States. The articles raise salient concerns about what the reform movements of the last twenty or so years have meant for scholars, practitioners, and students who are involved in schooling and teacher preparation.
The authors deploy 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 as persons responsible for the education of children and youth.
The authors respond 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, the authors suggest that as core practices gain traction, philosophers of education will find new opportunities to engage with teaching and teacher education.
The authors explore transformative teaching through addressing the cognitive capacities as well as the racialized body schemas of college students in predominantly white institutions. They feature a case study of a teacher education classroom in which questions about race became prominent and which students struggled to engage meaningfully.
There is a vital connection in teaching between curriculum and memories that should be fostered in our classrooms. The authors 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 authors argue that teachers and teacher candidates should be prepared to nudge students towards a pluralistic opportunity structure, rather than relying upon what they characterize as a highly reductive approach to success wherein going to college ‘counts’ as the sole marker of a meaningful life.
The authors utilize 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. The authors 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.
The author recounts aspects of the collaborative process that gave birth to this special issue as well as elements of teaching, teacher education, and philosophy that cut across the articles. The author focuses on the person, experience and reflection, and belief, purpose, mission, and alignment with practice. She 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.
We describe organizational policies and practices developed to support faculty and staff engagement with opportunities to use data for program improvement in 10 high data-use teacher education programs.
Through the use of hierarchical linear modeling, this study found that school administrators’ (principals and vice/assistant principals) implicit racial biases explained differences in the discipline severity experienced by students based on their perceived race only for subjective discipline decisions. The findings implicate the need to extend implicit-bias remediation training to administrative staff and explore methods of removing the risk of bias in discipline determinations.
This study explores the implementation of The Degree Project (TDP), the United States' first experimental evaluation of a merit-based promise scholarship program. We find that school staff regularly used the data on the number of students still on track for the scholarship requirements as evidence of whether TDP was succeeding or failing. Moreover, staff mainly attributed this success or failure to characteristics of the students themselves and rarely to their own work practice, raising concerns about both promise programs’ use of merit requirements and data use in schools in general.
This phenomenological study draws on semistructured interviews with 27 Black male teachers across 14 schools in an urban school district—seven schools with three or more Black male teachers and seven schools with one Black male teacher. Consistent with theories about teacher turnover, findings indicate a relationship between organizational characteristics, reasons participants cited for leaving, and participants’ actual decisions to stay or leave.