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.
To gain a more holistic understanding of classroom life and instructional practices in East Asian countries, this article examines both the prevalence and distribution of complex, procedural, student-centered, and teacher-centered instruction, along with the estimated achievement effects of such practices within nations.
This article uses a historical case study to consider the susceptibility to “scale-up” of education reforms that seek primarily to teach character or disposition.
This article provides a descriptive analysis of the role of interest groups in education reform in post-Katrina New Orleans and documents how the portfolio management model changed the landscape of education politics, with a focus on the actors, both local and national, that sustain the portfolio management model.
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).
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.
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.
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 investigates how district administrators, school administrators, pre-K–3 teachers, and bilingual first graders within a school district serving Latinx immigrant families think about the role of agency in early learning.
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 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.
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 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 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 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.
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.
In this study, authors used data from the Education Longitudinal Study of 2002 to determine if the way in which researchers define first-generation college students matters with regard to its connections to the postsecondary aspirations and actions of students.