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by Jen Katz-Buonincontro, Richard Hass & Elaine Perignat - 2020
This article reports on a study measuring teachers’ domain-specific beliefs about teaching for creativity, piloted for the first time, and compares these beliefs with domain-general beliefs about creativity. Although results indicate that the Beliefs about Teaching for Creativity scales are reliable, with significant correlations among factors, the Growth Creative Mindset scale has suboptimal internal consistency, and educators rated themselves high in all areas except fixed creative mindset.

by Insook Han & Timothy Patterson - 2020
This qualitative study explored one exemplary elementary teacher’s learning during the design and implementation of curriculum using virtual reality. From the analysis of teacher interviews and reflections, observations, and teacher-made curriculum materials, we found changes in the teacher’s beliefs, knowledge, and attitudes during the process of planning, executing, evaluating, and revising the lesson. The teacher’s learning was characterized by the dynamic relationship among knowledge and beliefs, teaching practice, and outcomes of the lesson.

by Elizabeth Blair & Sherry Deckman - 2020
This article explores how preservice teachers understand their responsibilities as future educators to include and support trans and gender-creative students, through a qualitative online discourse analysis of 549 preservice teacher-authored posts. Findings suggest the pressing need for innovative teacher education on gender identity and fluidity.

by Matthew Lavery, Audrey Amrein-Beardsley, Tray Geiger & Margarita Pivovarova - 2020
In this study, researchers who have published articles on the use of value-added models (VAMs) in teacher evaluation in reputable peer-reviewed journals and who identified themselves as experienced VAM scholars or VAM experts were surveyed about the validity of using VAMs to evaluate teacher effectiveness. Respondents were generally neutral or mixed toward the use of VAMs in teacher evaluation, though responses from educational researchers were more critical of VAM use than were responses from economists and quantitative methodologists.

by Matthew Thomas & Elisabeth Lefebvre - 2020
This article examines the experiences of alternative-route teachers who are enrolled in traditional teacher education coursework.

by Catharyn Shelton & Leanna Archambault - 2020
In this qualitative study, elite online teacherpreneurs ranking in the top 1% of sellers on TeachersPayTeachers.com were interviewed to explore online teacherpreneurship and its potential impacts.

by Jason Grissom , Sarah Kabourek & Jenna Kramer - 2020
The authors use data from Miami-Dade County Public Schools to estimate the association between having a teacher of the same racial or ethnic background and students’ math course progression in high school. They find that students taught by same-race or same-ethnicity teachers have higher likelihoods of taking more advanced math courses and of moving into honors or Advanced Placement math courses.

by Katherina Payne, Anna Falkner & Jennifer Adair - 2020
The Civic Action and Young Children study used video-cued ethnographic methods to examine how young Children of Color at a Head Start center in South Texas acted with and on behalf of their communities. Applying theoretical tools from critical geography, this article analyzes how children used space and materials to enact their vision of a just community.

by Kevin Magill & Brooke Blevins - 2020
Our study examined critical social studies teacher engagements in dialogical teaching, specifically looking at what we term the dialogical theory–praxis gap. We claim that teachers tend to engage in skills-based or critical dialogue (as compared with dialogue for more transformational intent) and were curious about how and why some go further—engaging in what we call transformational critical dialogue as part of their civic teaching praxis.

by Jessica Rigby, Christine Andrews-Larson & I-Chien Chen - 2020
This is a longitudinal, mixed-methods study of teachers’ learning opportunities about ambitious mathematics instruction in one middle school. We found that school leaders decreased teachers’ learning opportunities by framing conversations toward, and valuing instruction that was more likely to improve, standardized test scores.

by Alex Kumi-Yeboah, James Dogbey, Guangji Yuan & Patriann Smith - 2020
This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges encountered by instructors of online courses as they incorporate multicultural learning content into the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors employ to create conducive online learning environments that value cultural differences and educational experiences of students in online classrooms. The study drew on Bennett’s (2001) framework of multicultural research that explored cultural issues and how they affect teaching and learning process in the face-to-face classroom. Fifty instructors of online courses from three universities in the northeastern part of the United States participated in the study. The findings pointed to four themes, namely that: (a) differential perceptions of cultural diversity exist among instructors of online courses; (b) perceptions of cultural diversity depend on the academic disciplines taught by instructors; (c) a variety of instructional strategies—collaborative online learning activities, incorporating multicultural learning activities and global learning content, using cultural awareness project, addressing the impact of multicultural education—support cultural diversity in the online environment; and (d) there are significant challenges associated with promoting cultural diversity in online teaching and learning.

by Christopher Redding & Tuan Nguyen - 2020
This descriptive study examines changes in the characteristics of who is entering teaching between 1987 and 2012, as well as the characteristics of the schools in which these teachers begin their careers.

by Jason Mayernick - 2020
This paper examines the activities of the Gay Teachers Association of New York City (GTA) between 1974 and 1985. It is specifically concerned with the development of a sense of Lesbian, Gay, Bisexual (LGB) teacher responsibility and how that sense of responsibility was applied to the challenges facing LGB students in New York's schools.

by Ryan Schey - 2020
Drawing on a yearlong literacy ethnography, this article examines youths’ queer activism in a U.S secondary classroom. It focuses on Imani, a queer student of color, and offers the heuristic of literacy disidentifications to describe how she used humor and roleplaying to challenge—yet not entirely transformed—transphobia during an instructional mini-unit focused on transgender legal rights.

by Erich Pitcher - 2020
This article develops the core tenets of academic gender justice to guide improving higher education spaces for transgender academics. Drawing on narratives of 10 participants, I develop the following tenets: Gender is multifaceted; social identities are mutually constitutive and have material effects; centrality of trans knowledges and agency; salient norms shape trans experiences; and contesting norms will improve the livability of trans lives.

by Kaitlin Torphy, Diana Brandon, Alan Daly, Kenneth Frank, Christine Greenhow, Sihua Hu & Martin Rehm - 2020
This introduction includes an overview of social media research across fields and its role within education at present and for the future.

by Christine Greenhow, Sarah Galvin, Diana Brandon & Emilia Askari - 2020
The increasingly widespread use of social media to expand one’s social connections is a relatively new but important phenomenon that has implications for teaching, learning, and teachers’ professional knowledge and development in the 21st century. Through a systematic review of more than a decade of educational research from around the world, we present needed insights into the state of the field in teachers’ use of social media across various platforms for their teaching in K–12 education and for their own professional learning.

by Jonathan Supovitz, Christian Kolouch & Alan Daly - 2020
This study examined the vociferous Twitter debate surrounding the Common Core State Standards during the height of state adoption in 2014 and 2015. By combining social network analysis and natural language processing techniques, we first identified the organically forming and distinct factions and then captured the collective psychological sentiments of each faction. We found different psychological characteristics across the factions, indicating the different mindsets of each.

by Martin Rehm, Frank Cornelissen, Ad Notten & Alan Daly - 2020
Departing from social capital theory, we use social network analyses to analyze six (international) Twitter conversations, investigating whether participation in these conversations contributed to participants’ social capital. Our results suggest that individuals shared information, got connected, and acquired social capital. Building on previous research, we propose an adjusted social brokerage index, which provides a more fine-tuned measure to distinguish between active and passive brokerage positions.

by Yuqing Liu, Kaitlin Torphy, Sihua Hu, Jiliang Tang & Zixi Chen - 2020
Teachers’ online resource-seeking behavior is influenced by their school colleagues’ online resource curation activities, as collegial connections extend from the schoolhouse to online spaces. Interesting findings show complexities regarding the network influences of three different types social capital: strong ties, “str-eak” ties, and weak ties. Teachers experience the strongest influence from their unassociated school colleagues, indicating that contextual relevance matters in seeking new resources online.

by Sihua Hu, Kaitlin Torphy, Kim Evert & John Lane - 2020
This article conceptualizes teachers’ modes of assessing instructional resources within virtual resource pools as curations of curriculum materials to manage particular teaching problems. Using a single case approach, we delineated a mathematics teacher’s planning and enactment of a Teachers Pay Teachers resource for a three-day lesson series, and we examined how perceptions of teaching problems and curation of materials can culminate in a teacher’s actual practices and impact student learning in the classroom.

by Bryan VanGronigen & Coby Meyers - 2020
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.

by Christy Galletta Horner, Elizabeth Brown, Swati Mehta & Christina Scanlon - 2020
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.

by Kfir Mordechay & Jennifer Ayscue - 2020
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.

by Michael Gottfried, J. Kirksey & Ethan Hutt - 2020
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.

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