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.
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.
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.
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.
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 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. These schools rely on family engagement and community partnerships to provide extended services and learning opportunities for children and youth in low-income, ethnically diverse communities.
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.
This study examined whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s. Our findings suggest that gaining computer access in the late 1990s/early 2000s was associated with greater mathematics achievement. The findings may help researchers understand potential influences of media that are currently popular.
This article examines how local and national media sources framed early childhood educational policy in the case of the scale-up of Universal Pre-Kindergarten in New York City. Using rhetorical analysis, the authors identify the key narratives used to frame the scale-up of UPK, and examine what implications this framing has for public understandings of early childhood educational policies and practices.
In this article, I explore the differences across parental narratives about school choice among an often-overlooked population—defaulters (sometimes called “nonchoosers”). To better explain how people come to the default option, I examine 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. Findings show that students’ perceptions of their academic validation and of a curriculum of inclusion in the classroom, as well as their involvement in campus-facilitated diversity programs, positively predict their civic engagement.
This study explores how fifth grade co-teachers in an inclusive classroom promote disciplinary thinking in English Language Arts (ELA) among diverse learners by applying Universal Design for Learning (UDL). The findings reveal specific instructional moves that were used to encourage robust disciplinary thinking and point to new ways of characterizing what it means for all learners to engage in the practices of the discipline.
This article explores how educational researchers have addressed social movements in their scholarship. Reporting on an extensive review of the literature, it argues for a more united field of research on social movements and education, one that networks researchers from multiple fields of educational research who are not currently in conversation.
The article challenges the recent shift toward teaching and measuring grit in schools by exposing its shortcomings and offering a more helpful and sustainable educational aim of pragmatist hope.
This article explores how schools in the United States and internationally are currently instantiating a global education through a qualitative research design and a cosmopolitanism theoretical frame.
This article examines whether or not teachers’ networks and their formal positions influence classroom composition. We find that teachers who are nominated as giving more advice to others and who occupy leadership roles in the formal organization are assigned higher achieving students.
This paper focuses on longitudinal and multilevel analysis of the differences between charter and traditional public schools in teacher turnover in terms of when, who, and under what context.
“The Neighborhood Unit: Schools, Segregation, and the Shaping of the Modern Metropolitan Landscape” explores how the “neighborhood unit,” a school-centered planning concept popularized during the early twentieth century by planner Clarence Perry and later endorsed by numerous government agencies throughout the United States and world, became an important mechanism for promoting racially segregated housing and schools.
This article examines the implications of using different theories concerned with social justice to interpret first generation Quechua (indigenous) students’ voices for responsive education policy.
This study explored the development of holistic school leadership—an approach where principals lead schools through the systems thinking concept and procedures—over principals' different career stages, a topic that has received little research attention.
This historical analysis examines the parenting experiences of John Dewey and his wife Alice as they raised their son Sabino, an adopted child with a physical disability. The paper illuminates the medical and political challenges confronted by the family and concludes with an initial exploration of how this experience might have influenced Dewey’s political thought and action.
This study investigates possibilities for placing community college students in mathematics courses using a holistic set of measures beyond placement tests. These include academic background measures such as high school grades and math courses taken and noncognitive indicators of motivation, time use, and social support.
This qualitative study follows 18 Chinese international undergraduates over a year to investigate strategies they used to cope with challenges in U.S. colleges. Findings reveal fluid responses to intersecting and changing sociocultural expectations, thus contesting stereotypes around Chinese students and illuminating implications for college policies.
This article captures the pedagogical practices, cultural work, and educational advocacy employed by youth workers at a community-based educational space engaging Black youth.