This article provides an analysis of the dominant narratives of educational history in which curriculum has been constructed as a reductionist, linear input-output closed system of knowledge production. Drawing on Deleuze and Guatarri’s concept of assemblage the authors engage the new materialism to revision curriculum as an ontological endeavor of being~becoming.
This study compares how professional fact checkers, historians, and first year college students evaluated online information and presents the strategies fact checkers used to efficiently and effectively find trustworthy information.
This special report of the Mixed Methods Working Group is edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.
This qualitative study explores how community college students constructed their “choice sets” and made decisions about where to transfer.
Troubling macro-micro separations in the construction of discourses defining quality teaching and quality teachers, this article employs critical narrative analysis to consider ethical and moral dilemmas experienced by women of color who are required to complete educative Teacher Performance Assessment (edTPA) portfolios and receive passing scores in order to obtain early childhood teacher certification. Findings indicate that the counter-narratives of early childhood teachers of color collectively author edTPA as an obstacle to certification and higher pay, leading to mental health issues and stress and being antithetical to their own definitions of good teaching.
This study examines the validity of common assumptions regarding the underperformance of poor students in the United States by comparing U.S. students to similarly situated students in similarly wealthy countries. Our findings suggest that poor students in the United States perform average when compared with poor students internationally, as do rich students in the United States. However, middle-SES students in the United States are lagging behind and therefore disproportionately influencing the overall performance of the United States on international assessments of academic achievement.
This article focuses on the experiences of academic commuting couples, or those who live apart for job-related reasons. Using self-determination theory as a theoretical guide, I explore why some participants thrive more than others under such an arrangement.
Existing research on foundational funding for charter schools has examined either the convergence in funding by major philanthropic foundations around a small set of jurisdictional challengers like charter schools, or whether some less prominent foundations are following their lead. Unexamined in the literature is whether this convergence in giving is indicative of the entire network of foundations giving to charter schools and, if so, what mechanisms are driving it. The authors of this study examine these questions using a recursive analysis of network and institutional evolution to account for the evolving structure of the philanthropic giving to charter schools among 809 foundations and 337 grant recipients in California between the years 2003 and 2014.
This study addresses the substantive gaps in research regarding high school noncompletion by examining the college and workforce outcomes of persisters—defined here as students who do not formally withdraw from high school, nor earn a regular diploma, four years after entering high school as a first-time ninth grader.
This study explores two schools’ responses to Latinx emergent bilingual (EB) population growth via the intersecting racial and language ideologies informing and influenced by programmatic changes, educator perceptions, and pedagogical practices.
Using Fligstein and McAdam’s theory of fields to posit that changing conditions reflect activities in overlapping and proximate fields, this study examines strategic actions that humanists undertake in response to shifting conditions. Strategies result in improved status of some individual faculty but do not arrest the diminishing status of the humanities as a field.
This study investigates whether students in classrooms using critical pedagogy might develop understandings of the roots of contemporary inequality.
The study identifies trajectories of racial/ethnic change in public elementary schools between 2000 and 2015.
This study presents findings and lessons learned from the National Center on Scaling Up Effective Schools (NCSU), which worked side-by-side with educators to implement a partnership-based continuous improvement process in a large urban school district.
This study examines how change in principal leadership relates to achievement growth, mediated via change in multiple organizational processes—parent-teacher trust, school climate, and professional capacity. We further examine how these mediational relationships are moderated by initial school conditions using moderated mediation analysis.
This articles present the Maker Studio model, through which students design a computational artifact and engage in practices found in studio arts, architecture, and engineering classes, as one potential solution to the growing tension between out-of-school making and current K–12 maker integration.
This study explores participation rates and achievement patterns for high school students exposed to detracked curriculum that provided open access to International Baccalaureate courses.
This study examines how in making meaning of the status and experience of Black students and their families in one choice context, teachers compromise the prospect of greater educational opportunity via school choice.
The OECD is adding a global competency measure to its Program of International Student Assessment (PISA) suite of assessments for 15 year olds in 2018. Given the OECD’s hegemonic role in influencing multinational education policy, the inclusion is globally significant and requires scrutiny to ensure multicontextual and cultural viewpoints of “global competency” prevail over the possibility of more narrow privileged perspectives.
Using data on the 50 American states from 1980 to 2013, this study examines the prioritization of state student aid relative to institutional support during periods of substantial declines in higher education spending. Student aid is found to be most often prioritized in such downturns and this is generally consistent within states over time, while states with higher aid funding per student and lower unemployment rates at the onset of a downturn are more likely to prioritize aid during the downturn.
This article compares the distribution of teacher characteristics in South Korea and the United States, using data from the 2013 Teaching and Learning International Survey. Examining teacher distribution patterns across both schools and classrooms, the authors find greater cross-school inequities in the United States; cross-classroom differences are inequitable in both countries, but in different ways.
This article addresses how colonial violence is represented to young children in U.S. textbooks through a content analysis of California fourth-grade history textbook chapters on the Spanish colonial mission system.
This empirical study is a frame analysis of the public discourse from four key policy involved in the debate over the Common Core State Standards.
This study examines the educational progress of Asian and Pacific Islander students using academic transcripts with disaggregated race/ethnicity data from a large California community college district. Focusing on Southeast Asian and Pacific Islander students, the authors analyze momentum towards key college persistence and completion milestones and track progression through developmental math education, one of the key barriers community college students face in completing community college.
This article examines whether students with disabilities (in traditional public schools) have different absence patterns based on being in classrooms with greater or fewer students without disabilities. Relying on longitudinal data from New York City’s public-school system, the findings indicate that students with disabilities have lower absences when in rooms with mostly students without disabilities, and this is particularly so for students with emotional disabilities.