In this study, we analyze the geographic patterns of opting out from state assessments in school districts in New York State.
This historical case study analyzes a local 90-year history of democratic schooling by focusing on three constitutive tensions: reform means versus ends, public versus private goods, and critical hope versus despair. By grappling with these democratic tensions, we conclude, urban communities can counter the dominant policy discourse of failing and turnaround schools to reimagine the promise of neighborhood schools as anchor democratic institutions.
This study analyzes the implementation of a blended learning middle school mathematics intervention in a large urban school district in the northeastern United States. The study examines how teachers integrate blended learning strategies into their pedagogical practices and what factors, including school, teacher, and student attributes, facilitate or hinder these approaches.
This paper reports on significant developments in the implementation of college- and career-readiness (CCR) standards using representative survey data across three states as they pertain to students with disabilities (SWD), highlighting significantly different policy attitudes among teachers, principals, and district administrators.
This research investigates the experiences of educators in one metropolitan high school over the course of one school year. In particular, the research questions include: (1) How is the morale of exceptional urban teachers affected by the contextual factors of a neoliberal school climate? (2) How does their morale relate to teachers’ reports of their pedagogy? Findings share how teachers were making sense of a climate that felt like a “sinking ship” over which they had no control and how a “vicious cycle of disempowerment” influenced the way they believed they were performing in the classroom.
This study examines why and how some emergent-bilingual students can successfully navigate their environments in order to apply for, get into, and complete a selective four-year college.
In this conceptual article, the authors demonstrate how the tenets of White privilege pedagogy conflict with key principles of critical race theory and with important lessons from U.S. racial history.
This article examines the information parents want and need to make informed decisions about their child’s education. The article also examines the characteristics of websites and graphical displays that parents prefer to make the information accessible and understandable.
This study used primary grade students’ gain scores in English and Kiswahili literacy as well as mathematics to examine whether Nairobi students attending low-cost private schools learned more than students attending government schools. The study also examined whether the gains in low-cost private schools and government schools differed within an intensive pedagogical intervention.
This study presents a quantitative quasi-experimental case study of the effect of community college baccalaureate (CCB) adoption on associate degree production. When comparing adopting and non-adopting community colleges within the state of Florida, the authors find that the adoption of CCB degree programs has a positive impact on overall associate degree production, but this impact varies considerably according to the type of academic degree program.
In this chapter, we interrogate how emotions are experienced by prospective and practicing teachers and how they influence our fashioning of identities, as well as our effectiveness; our relationships with students and families; and the curricula, pedagogies, and assessments we employ.
We explore how contemporary teacher education programs have addressed emotional struggles that prospective and new teachers undergo, as well as successes and criticisms that have been realized in these programs.
This article discusses landmark texts in teacher education and connects those texts to our current interest in emotion in the context of teacher education, while also providing an overview of the edited collection’s chapters.
This chapter queries the meaning and arc of social justice for teachers engaging in mindfulness pedagogy and pursuing the role of emotion in classroom instruction.
In this article, we use racial melancholia as a framework to better understand the role that Whiteness plays in regulating White women’s emotionality. We apply our analysis to consider the implications of White women’s racialization process for education, then conclude by offering an intersubjective theory of racialized emotion in education, or a pedagogy of racial melancholia.
This chapter addresses how emotion can both be a form of embodied literacy that is a transactional and constitutive process and foster an environment to increase capacities for learning, dismiss emotional labor, and formalize a space for self-understanding and self-determination.
In this chapter, we use theoretical concepts from new materialisms to persuade readers to tend to the body, space, social-classed texts, and emotions in the design of teacher education experiences, with the aim of better understanding social class, classism, and class-sensitive pedagogies.
This chapter examines the emotional landscapes of Muslim women teachers from rural Pakistani communities as they employ Islam to construct and perform their identities as educated and empowered women.
The author draws on aspects of her own biography to explore her commitment to issues of equity and justice within teacher education.
This chapter concerns dis/ability, emotion, affect, and feelings and how persons with a single or multiple dis/abilities are dis/enfranchised through multiple, intersectional categories in which they are located and provided services in schools. The chapter highlights how dis/ability can function together with emotion and affect to either exclude or include people from social, economic, and educational life and outlines a critical pedagogy of student knowledge, emotion, feeling, affect, and being to assist teachers in critically emotionally examining themselves.
In this multilevel exploratory case study, we examined the intersection of adolescent social media use and administrators’ and teachers’ work in one Florida high school. We found that students and adults engaged in active and intentional community building and informal learning across social media sites, however, these activities were separate from the formal activities in schools.
As social media impact our lives in myriad ways, research on education and social media continues to grow, prompting the need to reflect on where the field should go from here to conduct the most impactful scholarship. Accordingly, this article proposes research directions and approaches that promise to advance this expanding field, grounded in insights from the long history of studying technology in education, including over a decade of research on social media.
This piece reflects on the results and implications of our recent social media study that examined the Common Core through Twitter activity over a 2-year period. During this study, we examined the high-level social side of social media (Twitter) in an effort to analyze, visualize, and make sense of the often hidden world of online interactions that influence educational policy.
In this chapter, the authors present a conceptual model for the enactment of virtual instructional resources.
This chapter presents a framework to examine culturally relevant curriculum materials found on Teachers Pay Teachers and discusses the unique challenges and opportunities to leverage social media for research and practice.