This article is an appeal born out of my writing and teaching experience for a publicly engaged education scholarship.
This article sheds light on teacher management and strategies for resource acquisition within charter schools, based on a case study of the “concession schools” charter school program in Bogotá, Colombia. The study shows that while charter school teachers in Bogotá feel that many aspects of their work environment are positive, charter schools use the flexibility afforded to them around employment to spend half as much on teachers, though these schools simultaneously employ a range of strategies to access additional resources for other aspects of the education they provide.
This study examines community college student success through the lens of social capital, including the role of age in shaping the sources and influences of social capital.
Between 1895 and 1920, a cohort of business, philanthropic, and academic leaders wielding tremendous wealth and power sought to reshape the form and function of American higher education. Their efforts were largely unsuccessful, but studying them helps us understand the recurrent impulse to reform America’s colleges and universities.
This study examines the intersection of the public/private distinction in U.S. law and policy, and the shifting political positions of teacher unions and charter school proponents, in courts and agencies. In addition to examining the history of the public/private distinction in U.S. law and policy and specifically in education, this study includes an in-depth analysis of three recent decisions involving charter schools and teacher unions in which courts and agencies determined whether charter schools were public or private organizations.
This study explored how a yearlong professional development model guided by the Technology Integration Planning Cycle supported teachers’ technology integration efforts. Teachers’ progress as well as student performance are discussed.
This article examines the implementation of a provision of the Individuals with Disabilities Education Act that relates to student discipline.
This qualitative interview study explored how nine African American students in secondary-level special education placements perceived their school experiences and the benefits, challenges, and detriments associated with their placements and accompanying disability labels. Two themes emerged from data analysis: (1) “students’ journeys from general education to special education had three predictable milestones” and (2) “special education was a dead end.”
This paper extends the perspective that institutional missions serve many purposes within universities, and suggests a broader set of functions for missions at master’s- granting institutions that are revealed through metaphor.
In this article we explore equity issues related to school district decision-making about students’ opportunities to learn algebra through analysis of a large-scale survey. We examine the extent to which district decision-makers for mathematics attend to aspects of equity when they make decisions about resources related to the teaching and learning of algebra.
This article explores the role of personality in teacher retention using a rich set of quantitative and qualitative measures. The author finds that despite stereotypes of American teachers as unambitious, a “special kind of ambition”—self-promotion coupled with a commitment to others—predicts a long-term commitment to the occupation.
This study examines the factors that helped Ghanaian-born immigrant students to strategize how to combine their multiple worlds of families, schools, teachers, and peers to affect academic engagement within contexts of school and classroom situations. It also explored teachers’ perception and understanding of the sociocultural and past educational experiences of immigrant students from Ghana.
This paper provides findings from a study that examined students’ immediate responses to microaggressions observed in three community colleges. Our findings show how microaggressions and student responses contribute to and undermine students’ learning experiences.
This study examines Massive Open Online Courses as a medium for supporting teacher professional learning. The authors present qualities that teachers found meaningful in an online learning experience, offering heuristics that designers might consider when designing for their specific contexts.
The purpose of this study is to investigate the extent to which there is a typology of teachers use technology using a nationally generalizable dataset from the National Center of Education Statistics. We use latent class analysis to identify four significantly different technology-using teacher subgroups, Dexterous (24.4%), Evaders (22.2%), Assessors (28.4%), and Presenters (24.8%), and find that several covariates, such as socioeconomic status, predicted teachers’ membership in these subgroups.
This article uses three commonly cited criteria for evaluating the controversial nature of issues to determine whether educators should frame the issue of marriage equality as controversial following the 2015 landmark ruling in Obergefell v Hodges that legalized same-sex marriage in the United States. An analysis of each criterion suggests that the issue of marriage equality has tipped to the point where it should be taught as a settled issue and that there is no rational reason to consider opposing viewpoints as legitimate within the setting of public K–12 education.
This study problematizes the current idiosyncratic nature of clinical experiences provided for most pre-service teachers during the initial preparation period and its consequential impact on the learning of pre-service teachers and their future students in classrooms.
This article reports on a yearlong qualitative study of ninth graders identified as struggling readers. Analysis showed that youths tended to participate in limiting contexts that positioned them as deficient readers regardless, sometimes, of skilled, engaged reading, but when classroom contexts focused on disciplinary literacy and building trusting relationships, youths positioned themselves as readers and learners.
This study explores the ways in which senior campus leaders’ public advocacy shapes the extent to which campus community members perceive the climate as diverse and inclusive. Data are drawn from the Personal and Social Responsibility Inventory, a national campus climate survey.
Should public school teachers be armed? This article investigates the ethical implications of the growing phenomenon of armed public school teachers.
In order to examine the opportunities and challenges of integrating makerspaces into schools, this article focuses on how a new urban public high school created a media production lab to put making practices at the center of teaching and learning. Findings from the study reveal that while the media makerspace helped some students develop, expand, and mobilize audiences and resources using new tools and networks, the making practices of the lab sat in uneasy alignment with the institutional arrangements of school, particularly for students who have been historically marginalized, disenfranchised, or alienated in schools.
In this paper, we examine public PreK policy enactment through a study of New Jersey’s highly regulated PreK program and Wisconsin’s locally determined, mid-regulation 4K program. Early learning standards were only part of the complex architecture that structures PreK experience, with K–12 accountability a growing force.
This article provides a descriptive analysis of the role of interest groups in education reform in post-Katrina New Orleans and documents how the portfolio management model changed the landscape of education politics, with a focus on the actors, both local and national, that sustain the portfolio management model.
To gain a more holistic understanding of classroom life and instructional practices in East Asian countries, this article paper examines both the prevalence and distribution of complex, procedural, student-centered, and teacher-centered instruction, along with the estimated achievement effects of such practices within nations. The analytic strategy focuses on variation in classroom practices within East Asian countries, as opposed to past approaches that stress between-country variability. By taking a fresh analytic approach, the study reassesses long-held stereotypes about classroom practices in East Asian countries and presents a more complete evidence that may be useful for further research and policy discussions.
This article uses a historical case study to consider the susceptibility to “scale-up” of education reforms that seek primarily to teach character or disposition.