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 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.
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.
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.
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 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.
In order to examine the opportunities and challenges of integrating makerspaces into schools, 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. Findings from the study reveal that while the media makerspace helped some students develop, expand, and mobilize audiences and resources using new tools and networks, the making practices of the lab sat in uneasy alignment with the institutional arrangements of school, particularly for students who have been historically marginalized, disenfranchised, or alienated in schools.
In this paper, we examine public PreK policy enactment through a study of New Jersey’s highly regulated PreK program and Wisconsin’s locally determined, mid-regulation 4K program. Early learning standards were only part of the complex architecture that structures PreK experience, with K–12 accountability a growing force.
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.
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.
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 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.
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.
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.
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. 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.
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 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.
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.
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 the students’ development of cosmopolitan identities and perspectives through continued cross-border mobility at a time of sociopolitical upheaval.
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.