This article provides an overview of the special issue on reimaging research and practice at the crossroads of philosophy, teaching, and teacher education. The authors describe the research context out of which the issue arose, and they summarize the articles that comprise it.
This article uses both qualitative data and philosophical argumentation to examine how an exercise, called "Interruptions," can help educators engage in thinking-in-action and, in turn, care for their ethical selves.
The article argues that teacher candidates should be prepared to nudge students towards a pluralistic opportunity structure. It is part of the special issue entitled Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education.
This article utilizes the practice of philosophical meditation, as articulated in Pierre Hadot’s examination of philosophy as a way of life, to inquire into early childhood learning and teacher education, with particular attention to the discourses of improvement and accountability that have shaped current policies and reform efforts. We link this meditational focus with feminist and de-colonial theoretical perspectives to make visible the role of power in characterizations of children’s learning as related to norms of development, minoritized identities, and hierarchies of knowledge. As two women teacher educators situated within the disciplines of philosophy and literacy, we probe our own experiences to surface, investigate, and reframe the notions of educational improvement that underlie our respective practices.
This Afterword recounts aspects of the collaborative process that gave birth to this issue as well as elements of teaching, teacher education, and philosophy that cut across the articles. It focuses on the person, experience and reflection, and belief, purpose, mission, and alignment with practice. It attempts to bring these ideas to life through story.
This study analyzes the implementation of a blended learning middle school mathematics intervention in a large urban school district in the northeastern United States. The study examines how teachers integrate blended learning strategies into their pedagogical practices and what factors, including school, teacher, and student attributes, facilitate or hinder these approaches.
This research investigates the experiences of educators in one metropolitan high school over the course of one school year. In particular, the research questions include: (1) How is the morale of exceptional urban teachers affected by the contextual factors of a neoliberal school climate? (2) How does their morale relate to teachers’ reports of their pedagogy? Findings share how teachers were making sense of a climate that felt like a “sinking ship” over which they had no control and how a “vicious cycle of disempowerment” influenced the way they believed they were performing in the classroom.
This chapter builds on the notion of a Fifth Estate to examine education change and teaching within the 21st century. Using an application exercise with preservice teachers’ curation of instructional resources, we examine their reflections on the use of social media for professional purposes and instructional planning.
Using eight years of state longitudinal data on Michigan public high schools’ teachers, this study finds that school level teacher turnover rates were significantly higher during the recession and following the announcement of a state mandated curricular change. However, the relationship between these external contextual factors and school level teacher turnover rates depend on the locale of the school with magnitudes of the increases in teacher turnover being the highest for schools in towns and lowest for city schools.
This study uses discrete time survival analysis to analyze when early career teachers turn over and the extent to which in-service induction supports are linked with greater retention among alternatively certified teachers.
The present study examines specifically how teachers in high-gains classrooms with many ELLs demonstrate support to their students, as compared to teachers in high-gains classrooms with no ELLs and teachers in low-gains classrooms with many ELLs.
This study investigates how special education teachers’ emotional labor (i.e., their deliberate suppression or expression of emotions to achieve goals) explains variation in their working alliances with students. Participants were 61 teachers and 243 students. We tested a mediational, two-level path model including the two types of emotional display rules, two types of emotional acting, and three components of working alliance, and found partial support for this mediational relationship.
This study of associate professors at four-year higher education institutions uses national survey data to predict the degree to which associate professors are clear about their prospects of promotion to the rank of full professor.
This study integrates social capital and social cognitive theories to frame an investigation of the social sources that contribute to teachers’ self-efficacy over time, and explores how social interactions that vary in their relationship with and proximity to instruction influence teachers’ developing self-efficacy.
This study examines how teachers’ perceived legitimacy of teacher evaluation policies influences changes in their instruction and which school supports shape such perceptions.
To investigate if and how teachers connect student performance data to their instruction, researchers observed teams of 3rd-5th grade teachers, to make meaning of student performance data.
This article examines classroom teachers’ perspectives on their role in engaging diverse parents, and their contradictory positioning in facilitating more egalitarian partnerships with families in the climate of high-stakes accountability within urban public schools.
This article examines why performance incentives have not worked in American schools. Using qualitative interviews and focus groups with teachers across North Carolina, the authors argue that performance incentives rest on a set of flawed assumptions about what motivates and improves teacher effectiveness.
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.
This two-phase mixed methods study quantitatively analyzes whether the misalignment between kindergarten teachers’ ideal and actual instructional priorities impacts their job satisfaction. Authors then explore factors that may contribute to job satisfaction even for highly misaligned teachers.
This study examined how elementary teachers' appraisals of their classroom environment contribute to their risk for stress in the context of individual, classroom, and school characteristics, as well as state-level policy factors. Further, this study looked at how these factors are associated with teachers’ occupational stress, burnout, and commitment to teaching.
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 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 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.
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 qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement.
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 analyzes a statistically significant positive effect of teacher collaboration on teachers’ reported differentiated instruction use and in turn the influence of differentiated instruction on teachers’ sense of efficacy.
This study uses five case studies to examine high school English teachers’ instruction of writing while taking into account their preparation for teaching writing, the instructional policies in place, and the learners in their classrooms.