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.
The purpose of this study is to document the features of a YPAR project conducted by Leaders Organizing 2 Unite & Decriminalize (LOUD) youth members, which was made up of allies, formerly incarcerated youth, and youth on probation, to provide a model that could be adaptable in similar other contexts.
In this article, I shine light on the leadership practices of two school leaders at an urban charter school as they work to weave restorative justice into the culture of their school.
In a blend of first-person narrative and multimodal content analysis, this study explores the degree to which children’s picture books address explicit and physical acts of white supremacy.
This article presents a case study of a small urban public high school where educators instituted an innovative schoolwide system of performance-based assessments. The analysis traces how these assessments incorporated authentic audiences, embodied action, and dialogic argumentation and became performance-based engagements that promoted Latinx students’ academic and intellectual engagement and reinvigorated schooling.
This article illustrates the ways that students with transnational ties and histories developed knowledges about (im)migration experiences alongside their teacher in their fifth-grade classroom in Mexico. We argue that educators on both sides of the border can learn from this teacher’s curricular, pedagogical, and relational decisions with students to carefully invite and leverage students’ knowledges as members of (im)migrant families.
This study focuses on how faculty engage with administrative leaders and professional staff in academic innovation and decision making at private liberal arts colleges. It applies competing theoretical perspectives—the structural-bureaucratic and cultural lenses of analysis—to determine which one best captures the changes taking place on these campuses and to assay broader outcomes associated with using one approach over another.
In this article, we investigate an unexpected case of equitable participation in STEM where mathematics placement does not de facto track students in engineering. Using almost 1,000 hours of observation and 69 interviews in an open enrollment STEM-focused urban school, we found what we call “institutional ambiguity,” in which competing vocational and academic logics equally frame engineering. This ambiguity is present at the institutional level and is supported at the school level by three organizational factors, creating an opportunity for equity in STEM.
This study seeks to examine how parent organizing helped forge a collectivist identity among Latinx parents within a parent group. Specifically, this study analyzes the processes and actions of a Latinx parent group (Familias Unidas en la Vecindad/Families United in the Neighborhood) that led to the establishment of a collectivist identity and the activation of a collective conscientização/critical consciousness amid an anti-immigrant climate.
This article uses Mendez v. Westminster School District of Orange County as a case study to understand the process of narrative reconstruction for curricular inclusion. In an attempt to include greater representation of Mexican Americans in the curriculum, historical information was omitted or exaggerated to make Mendez conform to the Black civil rights narrative, effectively erasing Mexican Americans’ unique and racially complex experiences.
This study addresses two areas of instructional leadership: the role of central office administrators in developing principals as instructional leaders and the potential for the instructional leadership team (ILT) to serve as a structure for supporting collaboration among administrators and teachers for instructional improvement. The findings suggest that support from central office administrators contributed to ILTs’ increased focus on instruction and encouraged principals to share leadership with teachers.
This paper illustrates how the social contexts for Black male students who play high-school sports shape their experiences and beliefs about race and the role of academics and athletics in their lives.
This paper presents an ethnographic case study of a beginning architecture design course aimed at describing the physical, structural, and instructional affordances of the studio environment and how these interactions shape students’ understandings and behaviors as they learn. In our study, we define affordances as the qualitative features of the environment that create the possibility for social interaction.
The Big Picture Longitudinal Study uses mixed methods to study whether and how a personalized, interest-based secondary school design is associated with outcomes related to its own stated goals, including improved post-secondary outcomes for low-income students. The Big Picture Learning model is considered in contrast to another prominent small school reform that serves the same population: the highly structured, academically intensive “No Excuses” model.
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.
In this article we document a design-based research study of an art making experience during a two-week summer coding workshop for 5th through 10th graders. Findings suggest that art making has transformative potential for how students reflect on the emotional experience of learning to code.
This article uncovers implicit learning theories in 89 grant proposals submitted to and funded by Illinois Humanities from 1981–2012. The authors argue that understanding the implicit learning theories of humanistic practice can support the development of tools for the collection of empirical evidence concerning the contribution of the humanities to human development.
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.
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.
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.
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.
This article examines the experiences of alternative-route teachers who are enrolled in traditional teacher education coursework.
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.
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.
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.