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 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 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 explores the new phenomenon of teachers’ public resignation letters, including the reasons that teachers leave and how those reasons are connected to neoliberal reforms and policies.
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.
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.
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.
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 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.