The authors argue that teachers and teacher candidates should be prepared to nudge students towards a pluralistic opportunity structure, rather than relying upon what they characterize as a highly reductive approach to success wherein going to college ‘counts’ as the sole marker of a meaningful life.
The authors utilize the practice of philosophical meditation, as articulated in Pierre Hadot’s examination of philosophy as a way of life, to inquire into early childhood learning and teacher education, with particular attention to the discourses of improvement and accountability that have shaped current policies and reform efforts. The authors link this meditational focus with feminist and de-colonial theoretical perspectives to make visible the role of power in characterizations of children’s learning as related to norms of development, minoritized identities, and hierarchies of knowledge.
The author recounts aspects of the collaborative process that gave birth to this special issue as well as elements of teaching, teacher education, and philosophy that cut across the articles. The author focuses on the person, experience and reflection, and belief, purpose, mission, and alignment with practice. She attempts to bring these ideas to life through story.
This study conducted a meta-analysis with 21 studies to estimate the effects of student-level cash incentives on test performance.
This study examines the effect of the Post-9/11 GI Bill on college enrollment rates among veterans with service-connected disabilities.
This article uses qualitative, descriptive, and social network analysis to describe and visualize the content of curricular resources from 10 influential organizations providing curricular and professional resources for state standards in secondary English/Language Arts.
We describe organizational policies and practices developed to support faculty and staff engagement with opportunities to use data for program improvement in 10 high data-use teacher education programs.
Through the use of hierarchical linear modeling, this study found that school administrators’ (principals and vice/assistant principals) implicit racial biases explained differences in the discipline severity experienced by students based on their perceived race only for subjective discipline decisions. The findings implicate the need to extend implicit-bias remediation training to administrative staff and explore methods of removing the risk of bias in discipline determinations.
This study explores the implementation of The Degree Project (TDP), the United States' first experimental evaluation of a merit-based promise scholarship program. We find that school staff regularly used the data on the number of students still on track for the scholarship requirements as evidence of whether TDP was succeeding or failing. Moreover, staff mainly attributed this success or failure to characteristics of the students themselves and rarely to their own work practice, raising concerns about both promise programs’ use of merit requirements and data use in schools in general.
This phenomenological study draws on semistructured interviews with 27 Black male teachers across 14 schools in an urban school district—seven schools with three or more Black male teachers and seven schools with one Black male teacher. Consistent with theories about teacher turnover, findings indicate a relationship between organizational characteristics, reasons participants cited for leaving, and participants’ actual decisions to stay or leave.
In this paper, the author argues that successfully teaching students self-regulated learning (SRL) depends on the scaffolding level of preservice teachers’ professional vision (PV) for SRL during participation in an academic course.
This article reports on a study examining the ideological assumptions of state-sanctioned financial literacy standards in the United States and Canada. Employing critical discourse and ideological analysis, the study investigated what the standards implied about individuals’ financial outcomes and what was made invisible about the ways in which people achieve or fail to achieve economic security and wealth.
In this study, we draw on information from student newspapers and interviews to illuminate the reasons why students mobilized on college campuses. We focus on those campaigns that followed the I, Too, Am Harvard campaign. We find that students were primarily motivated to mobilize by the need to highlight factors that create negative campus climates for students from historically marginalized populations, such as microaggressions.
This mixed-methods study investigates factors associated with beginning community college STEM students’ decisions to transfer in STEM fields, and how students describe these factors as either supports or barriers that undergird their decisions to stay or leave the STEM transfer pathway.
This article focuses on Hubert Harrison’s participation and influence in several dimensions of the network of informal education that emerged in Harlem life in the first part of the 20th century: street oratory, educational forums, and the black press.
Using interview data and an institutional logics perspective, this paper examines how higher education professionals perceive, understand, and support college students who experience basic needs insecurity.
The article provides a history of district property taxation and school funding disparities in California during the 19th and 20th centuries, challenging accounts that deemphasize earlier traditions of state support for schools. The article contends that these accounts obscure how public policies, not just market forces shaping property values, create funding inequalities.
This quantitative study examines relationships between student performance and student, teacher, teaching, teacher professional development, and school characteristics in the context of a large-scale, top-down, nationwide curriculum and examination reform across multiple science disciplines and different stages of the reform. Levers to improve student performance include teachers’ perceived administrative support, self-efficacy, teaching experience, elements of classroom instruction, and selected aspects of professional development participation.
Drawing from interviews with 22 administrators, faculty members, and instructional designers, this study presents a qualitative analysis of how leading universities reconcile financial and quality considerations when offering online education. Findings reveal emergent themes related to the importance of quality as an actionable goal, the causes and consequences of the business model of online education, the impact of online education on the changing faculty role, and the importance of student-centered learning when offering online education.
Using an Ohio court case in which a single mother was convicted of stealing an education for crossing school district boundaries, this article uses Butler’s idea of precariousness, Arendt’s and Benjamin’s ideas of state violence, and Derrida’s idea of justice to come, to argue that the law creates unequal distribution of quality education. By distinguishing law from justice, it becomes clear that justice was not served in her case.
This study explores the changes in applied STEM CTE participation over time as related to the authorization of Perkins IV CTE legislation. Implications are discussed.
This qualitative inductive study examined how a high school teacher negotiated tensions that emerged between her aims and her practices when she infused young adult literature with Muslim characters and content into her curriculum. Drawing upon a theory of cognitive dissonance, the study looked across interview, observational, and reflective data to reveal how the teacher’s aims were often in direct conflict with her enacted practices.
This article explores how high-achieving students from non-dominant backgrounds construct their academic identities amidst limited STEM material and discursive structures in two urban, non-selective, public, STEM-focused schools. Rather than producing highly valued STEM capital, these schools instead produced shadow capital, circumscribing students’ abilities to author the STEM identities they envisioned.
This paper investigates how minoritized youth attempted to build connecting pathways between STEM-related worlds, how such attempts unfolded, and the resultant outcomes pertaining to their developing STEM expertise and subsequent STEM engagement. The authors introduce the idea of pathhacking, where youth had to create their own pathways into STEM, often with improvised tools and in treacherous territory, because there were no pre-laid paths.
In this study, we analyze the geographic patterns of opting out from state assessments in school districts in New York State.