Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
Articles
by Karen Brennan, Sarah Blum-Smith & Maxwell Yurkofsky — 2018
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.

by Brady Jones — 2018
This article explores the role of personality in teacher retention using a rich set of quantitative and qualitative measures. The author finds that despite stereotypes of American teachers as unambitious, a “special kind of ambition”—self-promotion coupled with a commitment to others—predicts a long-term commitment to the occupation.

by Alex Kumi-Yeboah — 2018
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.

by Leslie R. Zenk & Karen Seashore Louis — 2018
This paper extends the perspective that institutional missions serve many purposes within universities, and suggests a broader set of functions for missions at master’s- granting institutions that are revealed through metaphor.

by Beth Herbel-Eisenmann, Lindsay Keazer & Anne Traynor — 2018
In this article we explore equity issues related to school district decision-making about students’ opportunities to learn algebra through analysis of a large-scale survey. We examine the extent to which district decision-makers for mathematics attend to aspects of equity when they make decisions about resources related to the teaching and learning of algebra.

by Saskias Casanova, Keon M. McGuire & Margary Martin — 2018
This paper provides findings from a study that examined students’ immediate responses to microaggressions observed in three community colleges. Our findings show how microaggressions and student responses contribute to and undermine students’ learning experiences.

by Richard Welsh & Michelle Hall — 2018
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.

by Yoonjeon Kim — 2018
To gain a more holistic understanding of classroom life and instructional practices in East Asian countries, this article paper 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. The analytic strategy focuses on variation in classroom practices within East Asian countries, as opposed to past approaches that stress between-country variability. By taking a fresh analytic approach, the study reassesses long-held stereotypes about classroom practices in East Asian countries and presents a more complete evidence that may be useful for further research and policy discussions.

by Adam Howard, Katy Swalwell & Karlyn Adler — 2018
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.

by Mike Metz — 2018
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.

by Josipa Roksa & Denise Deutschlander — 2018
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.

by Heather Hill, Douglas Lyman Corey & Robin T. Jacob — 2018
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.

by Zeyu Xu & Kennan Cepa — 2018
This article examines the transitional impact of the Common Core State Standards on student college -readiness measures during the early stages of their implementation.

by April Salerno & Amanda Kibler — 2018
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.

by — 2018

by Jennifer Adair, Kiyomi Colegrove & Molly McManus — 2018
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.

by Kristy Stein, Andrew Miness & Tara Kintz — 2018
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.

by Holland Banse, Timothy Curby, Natalia Palacios & Sara Rimm-Kaufman — 2018
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.

by Jack Schneider, Rebecca Jacobsen, Rachel White & Hunter Gehlbach — 2018
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 assessed 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.

by Roselien Vervaet , Mieke Van Houtte & Peter A. J. Stevens — 2018
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, controlling for ethnic school composition and various sociodemographic characteristics that have been shown to be related to ethnic prejudice.

by Susan Moore Johnson, Stefanie Reinhorn & Nicole Simon — 2018
This qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement, dedicating substantial blocks of time each week to teachers’ meetings. Teachers in those schools valued their work on teams, saying that it supported their instruction and contributed to their school’s success by creating coherence across classrooms and shared responsibility for students.

by Ariel Tichnor-Wagner, Danielle Allen, Allison Socol, Lora Cohen-Vogel, Stacey Rutledge & QI W. Xing — 2018
This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social EmotionalSocial-emotional Learning, or PASL. The innovation was designed, tested, and implemented using a continuous continuous-improvement model.

by William Tierney & Nidhi S. Sabharwal — 2018
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.

by Brendan H. O'Connor — 2018
This participatory, qualitative study of university students on the Texas (U.S.)-Tamaulipas (Mex.) border examines the students’ development of cosmopolitan identities and perspectives through continued cross-border mobility at a time of sociopolitical upheaval.

by Robert Sternberg & James Kaufman — 2018
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.

Found 200
Displaying 1 to 25
<Back | Next>
Most E-mailed

Most Read
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS