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by Holland Banse, Natalia Palacios & Anna Martin - 2019
The present study examines specifically how teachers in high-gains classrooms with many ELLs demonstrate support to their students, as compared to teachers in high-gains classrooms with no ELLs and teachers in low-gains classrooms with many ELLs.

by Daniel Liou & Leticia Rojas - 2019
Inspired by W. E. B. Du Bois’s (1935) concept of sympathetic touch, the purpose of this article is to introduce an asset-based instructional practice of sympathy as a method to confront the systemic problems of pity and deficit thinking that result in low teachers’ expectations of students.

by Michael Valenti, Elizabeth Brown, Christy Galletta Horner, Duhita Mahatmya & Jason Colditz - 2019
This study investigates how special education teachers’ emotional labor (i.e., their deliberate suppression or expression of emotions to achieve goals) explains variation in their working alliances with students. Participants were 61 teachers and 243 students. We tested a mediational, two-level path model including the two types of emotional display rules, two types of emotional acting, and three components of working alliance, and found partial support for this mediational relationship.

by Deryl Hatch-Tocaimaza, Crystal Garcia, Naomi Mardock-Uman, Sarah Rodriguez & Dallin Young - 2019
Moving beyond prevalent approaches to intervention impact research, this national study of 47 student success courses investigates not just whether they are effective, but also which features are associated with learning objectives of student success skills, college knowledge, and engagement.

by Edwin Hernandez, Carola Suárez-Orozco, Janet Cerda, Olivia Osei-Twumasi, Monique Corral, Yuliana Garcia, Dalal Katsiaficas & Nidia Ruedas-Gracia - 2019
Immigrant-origin students are the fastest growing new population in community colleges, yet little is known about how they make use of their campus spaces. Through a mixed-methods strategy, this study sought out to understand in what ways and to what degree immigrant-origin students in community college use their time on campus.

by Katrina Jacobs - 2019
This article centers on a year-long study that followed 10 literacy teachers from their education preparation program into their classrooms, offering insights into the ways their beliefs toward linguistic diversity and equitable assessment were implemented in K–12 classrooms. By approaching this work through a lens of critical practice and linguistic and epistemic equity, this article demonstrates the need to explore the complex links between K–12 education settings and policies, and teacher preparation design and enactment.

by Mariana Souto-Manning - 2019
Mariana Souto-Manning's introduction to the June 2019 issue of TCR.

by Lauren Anderson - 2019
This article draws on a racial capitalism lens to frame teacher education as a new “frontier” for privatization, to problematize teacher educators’ participation alongside entrepreneurs in disruptive innovation, and to consider the implications of such partnerships for public education and for the professions of teaching and teacher education.

by Mariana Souto-Manning & Jessica Martell - 2019
In this article, a university-based teacher educator of color and an early childhood teacher/teacher educator of color unveil the complex sociospatial dialectic of teacher education across settings. They share findings from a three-year collaborative study in which they worked to disrupt the traditional physical, pedagogical, and relational locations and boundaries of teacher education critically and collaboratively, intentionally working to interrupt how teacher education is implicated in the re-production and maintenance of racial injustices.

by Ilana Seidel Horn & Britnie Delinger Kane - 2019
In this analytic essay, Horn and Kane critique what they call the Professional Language Project—efforts to professionalize teaching through the infusion of technical terms alone. Using sociolinguistics and practice theory, they draw on studies of teachers’ workplace talk to question the premises of this work.

by Dorinda Carter Andrews, Tashal Brown, Bernadette Castillo, Davena Jackson & Vivek Vellanki - 2019
In this article, the authors theorize a humanizing pedagogy for teacher education and propose core tenets that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. A humanizing pedagogy in teacher education is a way forward for developing asset-, equity-, and social justice-oriented teachers.

by Manka Varghese, Julia Daniels & Caryn Park - 2019
This conceptual article examines how race-based caucuses in one university-based teacher education program attempt to shift candidates’ understandings of their racialized selves as related to their teacher identities, invoking the significance of emotions, emotion labor, and criticality.

by Thomas Philip - 2019
In this article, I develop the concept of principled improvisation: improvisation that is purposefully oriented toward justice and that accentuates each moment of teaching as political, ethical, and consequential. I describe the design of a learning environment for preservice teachers that was organized around principled improvisation and demonstrate its unique affordances for particular forms of novice teacher learning.

by Jamy Stillman & John Beltramo - 2019
This article reports on an ethnographic study that explored the development of asset-oriented teacher educators through their three-year participation in situated adaptations of two critical pedagogical approaches: Freirean culture circles and Boalian theatre. The article argues that these approaches offer special promise for facilitating teacher educators’ learning about the contingent and critical work of asset-oriented teacher education, and, in doing so, provide fertile ground for transforming the field.

by Amanda Kulp, Lisa Wolf-Wendel & Daryl Smith - 2019
This study of associate professors at four-year higher education institutions uses national survey data to predict the degree to which associate professors are clear about their prospects of promotion to the rank of full professor.

by Mica Pollock, Susan Yonezawa, Hilary Gay & Lilia Rodriguez - 2019
This article presents seven in-person “teacher roles” that low-income youth and their teachers deemed necessary for supporting students as they used computer-based materials; we describe three roles that participants said assisted students in achieving basic equity and four roles that participants called particularly necessary for deep equity. Our goal is to offer an empirically informed conceptual framework supporting next research on (and innovation of) equity-minded “blended” classroom practice.

by Arshad Ali - 2019
This article explores how Muslim undergraduates understand their campus experiences in a social and political context that deems these students a suspect class.

by Rachel Roegman, David Allen & Thomas Hatch - 2019
This article analyzes the outcomes of the work of five districts that have identified racial inequities in AP participation and developed initiatives to address these initiatives. To do this, the authors analyze district policy, participation data, and performance data over five years through the lens of color-blind racism.

by David Martinez, Oscar Jiménez-Castellanos & Victor Begay - 2019
This study reports on an exploratory longitudinal comparative descriptive analysis (2006–2012) of Arizona's non-Navajo and Navajo K–12 school-district demographics, academic achievement, tax rates, land valuation, and school-district revenue.

by Z. Taylor & Myra Barrera - 2019
This study examines 218 official statements published by leaders of institutions of higher education in the U.S. in response to President Trump’s rescission of DACA. Results suggest that the average statement was unreadable by a postsecondary student of average reading ability and that only 51% of statements included resources for DACA students in their time of need.

by Brett Levy, Annaly Babb-Guerra, Lena Batt & Wolf Owczarek - 2019
In the United States, elected leaders and the general public have become more politically polarized during the past several decades, and political scientists argue that strengthening our democracy requires civic participants to productively negotiate their differences. To explore how educators could help to foster such civic participation, we conducted a mixed-methods study to examine how students’ experiences in highly interactive government courses could affect their willingness to engage in political issues in an open-minded way.

by Tyrone Howard, Brian Woodward, Oscar Navarro, Adrian Huerta, Bianca Haro & Kenjus Watson - 2019
This study challenges conventional depictions of Black and Latino males by seeking a better understanding of how these young men perceive themselves, as well as how they conceptualize success.

by Juliet Hess, Vaughn Watson & Matthew Deroo - 2019
This article details the ways in which youth of color extended their literary and musical presence as active civic participants through engagement in open mic in the context of a 15-week community-based literacy-and-songwriting class.

by John Wills - 2019
This paper examines how teachers’ understandings of race and racism inform their use of curricular materials.

by Xueli Wang, Ning Sun, Brit Wagner & Brett Nachman - 2019
This descriptive phenomenological study explores how 2-year college students participating in STEM classes and programs perceive themselves as learners.

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