This study examines community college student success through the lens of social capital, including the role of age in shaping the sources and influences of social capital.
Between 1895 and 1920, a cohort of business, philanthropic, and academic leaders wielding tremendous wealth and power sought to reshape the form and function of American higher education. Their efforts were largely unsuccessful, but studying them helps us understand the recurrent impulse to reform America’s colleges and universities.
This study examines the intersection of the public/private distinction in U.S. law and policy, and the shifting political positions of teacher unions and charter school proponents, in courts and agencies. In addition to examining the history of the public/private distinction in U.S. law and policy and specifically in education, this study includes an in-depth analysis of three recent decisions involving charter schools and teacher unions in which courts and agencies determined whether charter schools were public or private organizations.
This study explored how a yearlong professional development model guided by the Technology Integration Planning Cycle supported teachers’ technology integration efforts. Teachers’ progress as well as student performance are discussed.
This article examines the implementation of a provision of the Individuals with Disabilities Education Act that relates to student discipline.
This qualitative interview study explored how nine African American students in secondary-level special education placements perceived their school experiences and the benefits, challenges, and detriments associated with their placements and accompanying disability labels. Two themes emerged from data analysis: (1) “students’ journeys from general education to special education had three predictable milestones” and (2) “special education was a dead end.”
This article explores the role of personality in teacher retention using a rich set of quantitative and qualitative measures. The author finds that despite stereotypes of American teachers as unambitious, a “special kind of ambition”—self-promotion coupled with a commitment to others—predicts a long-term commitment to the occupation.
This study examines the factors that helped Ghanaian-born immigrant students to strategize how to combine their multiple worlds of families, schools, teachers, and peers to affect academic engagement within contexts of school and classroom situations. It also explored teachers’ perception and understanding of the sociocultural and past educational experiences of immigrant students from Ghana.
This paper extends the perspective that institutional missions serve many purposes within universities, and suggests a broader set of functions for missions at master’s- granting institutions that are revealed through metaphor.
In this article we explore equity issues related to school district decision-making about students’ opportunities to learn algebra through analysis of a large-scale survey. We examine the extent to which district decision-makers for mathematics attend to aspects of equity when they make decisions about resources related to the teaching and learning of algebra.
We ask the question: What distinguishes leaders’ practices in more effective high schools from those in less effective high schools that serve large proportions of at-risk youth? We identified a total of four more and less effective high schools using value-added scores (two of each), and we then analyzed interview, observational, and survey data collected in the schools to compare and contrast how leaders support key practices and organizational routines by their staff.
This paper provides findings from a study that examined students’ immediate responses to microaggressions observed in three community colleges. Our findings show how microaggressions and student responses contribute to and undermine students’ learning experiences.
This study examines Massive Open Online Courses as a medium for supporting teacher professional learning. The authors present qualities that teachers found meaningful in an online learning experience, offering heuristics that designers might consider when designing for their specific contexts.
This article focuses on how a new urban public high school created a media production lab to put making practices at the center of teaching and learning.
In this paper, authors examine public Pre-K policy enactment through a study of New Jersey’s highly regulated Pre-K program and Wisconsin’s locally determined, mid-regulation 4K program.
This study investigates the extent to which there is a typology of teachers who use technology, using a nationally generalizable dataset from the National Center of Education Statistics.
This article uses three commonly cited criteria for evaluating whether educators should frame marriage equality as controversial following the 2015 landmark ruling in Obergefell v. Hodges that legalized same-sex marriage in the United States.
This study problematizes the current idiosyncratic nature of clinical experiences provided for most pre-service teachers during the initial preparation period and its consequential impact on the learning of pre-service teachers and their future students in classrooms.
This article reports on a yearlong qualitative study of ninth graders identified as struggling readers. Analysis showed that youths tended to participate in limiting contexts that positioned them as deficient readers regardless, sometimes, of skilled, engaged reading, but when classroom contexts focused on disciplinary literacy and building trusting relationships, youths positioned themselves as readers and learners.
This study explores the ways in which senior campus leaders’ public advocacy shapes the extent to which campus community members perceive the climate as diverse and inclusive. Data are drawn from the Personal and Social Responsibility Inventory, a national campus climate survey.
This article investigates the ethical implications of the growing phenomenon of armed public school teachers.
This article uses data from 61 in-person interviews and data drawn from the Education Longitudinal Study to examine how social class stratifies adolescents’ use of school-based social ties and the resources they receive from these school-based ties.
The authors of this article investigate the relationships among organizational supports, including mentoring, professional development, collaboration, and leadership support, provided to beginning middle school mathematics teachers; authors also explore the extent to which these teachers implement reform-oriented math instruction.
This review of empirical research draws on complexity theory to examine the multidimensional influences that work together to shape the practices of first-year teachers.
This article examines young children’s understandings of social class as reflected in their drawings depicting differences between rich and poor people. It also explores children’s complex sociocultural insights into how class operates that manifest through their classmaking process.