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. Findings from this study have implications for social class inequality and the contributions schools make to this inequality, as well as the role schools could play in alleviating some of these inequalities.
We investigate the relationship between organizational supports—including mentoring, professional development, collaboration, and leadership support—provided to beginning middle school mathematics teachers and the extent to which these teachers implement reform-oriented math instruction. Data from a mixed-methods longitudinal study of beginning middle school math teachers enable us to examine the change in instructional quality over time as a function of the level of, and change in, organizational supports.
This article examines young children’s understandings of social class as reflected in their drawings depicting differences between rich and poor people. This article explores children’s complex sociocultural insights into how class operates that manifest through their classmaking process.
In this comparative case study, the author examines how teacher educators’ personal histories shape opportunities to learn about social justice in teacher education courses. The study expands the way teacher educators are considered in research on teacher education, and highlights the importance of looking beyond course descriptions and course syllabi for evidence of what gets taught in teacher education courses.
The authors use cognitive flexibility theory to theoretically and empirically explore the relationship between how high school teachers understand student engagement and their ability to consistently engage students in class. Using three years of data from annual student surveys and teacher focus groups, they find that teachers whom students rated as being more engaging tended to illustrate more cognitive flexibility in how they spoke and thought about engagement.
This study examines relations between fifth-grade teachers’ use of general teaching practices, such as emotional support, and mathematics-specific practices, such facilitating mathematical discourse, over the course of a school year.
This article illuminates how students’ college-going attitudes and behaviors are rooted in family social and cultural resources. The results indicate that research and policy endeavors focused on academic undermatch, and college access more broadly, warrant an explicit attention to parents, not just students.
Since 2002, U.S. federal funding for educational research has favored the development and rigorous testing of interventions designed to improve student outcomes. However, a large proportion of the programs developed and rigorously tested in the past decade have shown null results on both student outcomes and, often, intermediate variables. In this paper, we argue for a more systematic approach to examining null results, and illustrate this approach via an examination of one program’s failure to impact teaching and learning.
This article examines the transitional impact of the Common Core State Standards on student college -readiness measures during the early stages of their implementation.
This study uses the lens of figured worlds (individual, culturally based systems for meaning-making) to understand how English pre-service teachers build relationships with challenging students during four semesters of methods courses and field placements.
This study documents changes in the amount of volatility in state funding for higher education. It also identifies patterns in the volatility, and does so over a longer time period than has been investigated in past research, using data that spans over a half century (1951–2006).
This study investigates how district administrators, school administrators, pre-K–3 teachers, and bilingual first graders within a school district serving Latina/o immigrant families think about the role of agency in early learning. Our findings suggest that even in supportive, academically successful districts, deficit thinking at any level can justify narrow, rote types of instruction that ultimately impact the types of messages young children receive about learning and being a learner.
This article details an experiment in which a broad and diverse range of information about schools was assembled and presented to stakeholders in a small urban district. Using a modified deliberative polling experience, authors assess how participants responded to a new, more comprehensive set of school performance information. They found that when users of the new data system evaluated unfamiliar schools, they expressed not only more confidence in their own knowledge, but also in the quality of the schools.
The authors ask if the social ecology of postsecondary education that has been created in India is in its best interests. By social ecology, we are referring to the universe of postsecondary organizations that account for the 35,357 institutions in India. They suggest that a new social ecology of higher education needs to be put forward that streamlines relationships, clarifies roles and regulations, improves data analysis, and focuses on quality rather than quantity.
This participatory, qualitative study of university students on the Texas (U.S.)-Tamaulipas (Mex.) border examines students’ development of cosmopolitan identities and perspectives through continued cross-border mobility at a time of sociopolitical upheaval.
This qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement.
This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social Emotional Learning.
This study examines the associations among a multicultural teacher culture, pupils’ perceptions of teachers’ multicultural educational practices, and the ethnic prejudice of Flemish secondary-school pupils.
This study reconsiders academic rigor by using a new conceptual framework that focuses on rigorous course practices and by using quantitative observational methods at two selective research institutions.
This article describes five societal forces that ERODE creativity: Education, Resources, Opportunities, Diffusion, and Exaggeration. The article further suggests how we can counter this erosion.
This article examines how local and national media sources framed early childhood education policy in the scale-up of Universal Prekindergarten in New York City.
This article explores the differences across parental narratives about school choice and examines families’ inclination to choose, capacity for choice, and school preferences to create a framework of defaulters.
This article examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the context in which they work.
This study explores the ways in which emerging Hispanic-Serving Institutions, or those postsecondary institutions that enroll between 15% and 24% Latina/o college students, contribute to civic engagement for diverse college students.
This article draws from the literature on cross-boundary leadership, relational leadership, and relational trust, and qualitative data from a multiple case study to explore the role of principals in the administration of full-service community schools.