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 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.
The article provides a history of district property taxation and school funding disparities in California during the 19th and 20th centuries, challenging accounts that deemphasize earlier traditions of state support for schools. The article contends that these accounts obscure how public policies, not just market forces shaping property values, create funding inequalities.
This quantitative study examines relationships between student performance and student, teacher, teaching, teacher professional development, and school characteristics in the context of a large-scale, top-down, nationwide curriculum and examination reform across multiple science disciplines and different stages of the reform. Levers to improve student performance include teachers’ perceived administrative support, self-efficacy, teaching experience, elements of classroom instruction, and selected aspects of professional development participation.
Drawing from interviews with 22 administrators, faculty members, and instructional designers, this study presents a qualitative analysis of how leading universities reconcile financial and quality considerations when offering online education. Findings reveal emergent themes related to the importance of quality as an actionable goal, the causes and consequences of the business model of online education, the impact of online education on the changing faculty role, and the importance of student-centered learning when offering online education.
Using an Ohio court case in which a single mother was convicted of stealing an education for crossing school district boundaries, this article uses Butler’s idea of precariousness, Arendt’s and Benjamin’s ideas of state violence, and Derrida’s idea of justice to come, to argue that the law creates unequal distribution of quality education. By distinguishing law from justice, it becomes clear that justice was not served in her case.
This study explores the changes in applied STEM CTE participation over time as related to the authorization of Perkins IV CTE legislation. Implications are discussed.
This qualitative inductive study examined how a high school teacher negotiated tensions that emerged between her aims and her practices when she infused young adult literature with Muslim characters and content into her curriculum. Drawing upon a theory of cognitive dissonance, the study looked across interview, observational, and reflective data to reveal how the teacher’s aims were often in direct conflict with her enacted practices.