Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 
Teaching


Articles
by David Hansen, Megan Laverty & Rory Varrato - 2020
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.

by Cara Furman & Shannon Larsen - 2020
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.

by John Fantuzzo & Mark Dixon - 2020
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.

by María Paula Ghiso & Stephanie Burdick-Shepherd - 2020
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.

by Carol Rodgers - 2020
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.

by J. Cameron Anglum, Laura Desimone & Kirsten Hill - 2020
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.

by Alyssa Hadley Dunn - 2020
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.

by Kaitlin Torphy & Corey Drake - 2019
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.

by Elizabeth Minor, Guan Saw, Kenneth Frank, Barbara Schneider & Kaitlin Torphy - 2019
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.

by Christopher Redding & Thomas Smith - 2019
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.

by Holland Banse, Natalia Palacios & Anna Martin - 2019
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.

by Michael Valenti, Elizabeth Brown, Christy Galletta Horner, Duhita Mahatmya & Jason Colditz - 2019
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.

by Amanda Kulp, Lisa Wolf-Wendel & Daryl Smith - 2019
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.

by Sabina Neugebauer, Megan Hopkins & James Spillane - 2019
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.

by Jihyun Kim, Min Sun & Peter Youngs - 2019
This study examines how teachers’ perceived legitimacy of teacher evaluation policies influences changes in their instruction and which school supports shape such perceptions.

by Margaret Evans, Rebecca Teasdale, Nora Gannon-Slater, Priya La Londe , Hope Crenshaw, Jennifer Greene & Thomas Schwandt - 2019
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.

by Tina Durand & Margaret Secakusuma - 2019
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.

by Karen Kozlowski & Douglas Lauen - 2019
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.

by James Jupp, Alisa Leckie, Nolan Cabrera & Jamie Utt - 2019
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.

by Larissa Gaias, Manuela Jimenez, Tashia Abry, Kristen Granger & Michelle Taylor - 2018
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.

by Richard Lambert, Christopher McCarthy, Paul Fitchett & Maytal Eyal - 2018
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.

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 Kathryn Strom, Adrian Martin & Ana María Villegas - 2018
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.

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 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.

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 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.

by Amanda Datnow, Bailey Choi, Vicki Park & Elise St. John - 2018
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.

by Yvonne Goddard & Minjung Kim - 2018
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.

by Juliet Wahleithner - 2018
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.

Found 454
Displaying 1 to 30
<Back | Next>
 
Recent Posts
 
Book Reviews
by Pooja K. Agarwal & Patrice M. Bain
reviwed by Betina Hsieh - 2019

by Steve Rhine, Rachel Harrington, & Colin Starr
reviwed by Amy Olson & Rachel Ayieko - 2019

by Getahun Yacob Abraham & Mary Alice Barksdale
reviwed by Espen Stranger-Johannessen - 2019

by Amy Stewart
reviwed by Mariam Dreher & Tara Johnston - 2019

by Wayne Journell (Ed.)
reviwed by Aimée Dorr - 2019

by Cassie F. Quigley & Danielle Herro
reviwed by Alison LaGarry - 2019

by Penny A. Bishop, John M. Downes, & Katy Farber
reviwed by Nancy Ruppert - 2019

by Joan Clifford & Deborah S. Reisinger
reviwed by Ricardo González-Carriedo & Nichelle DeVaughn - 2019

by Susan Moore Johnson
reviwed by Mari Koerner - 2019

Found 455
Displaying 11 to 20
<Back | Next>

Resources
  • Teacher Quality
    Overall, the chapters in this edited volume provide the reader with a portrait of a good teacher and good teaching methods and encourage districts to set high standards for teachers, to develop strong accountability systems for measuring performance, to reward those who perform and frown on those who do not.
  • Innovations in Education and Teaching International
    The content of IETI includes a range of perspectives, and important contributions on new developments in educational technology.
  • Center for the Study of Teaching and Policy
    CTP is one of 12 national research centers funded by the Department of Education. It functions as a consortium, drawing together researchers from five universities—Teachers College/Columbia, Stanford University, the University of Michigan, the University of Pennsylvania and the University of Washington (lead institution). CTP tracks the enactment and effects of policies aimed at the improvement of teaching in various contexts and at multiple levels of the system, identifying ways these policies support, stimulate, impede, or otherwise affect the quality of teaching and learning in U.S. elementary and secondary schools.
  • Improving Teacher Evaluation to Improve Teaching Quality
    Reforming teacher evaluation holds promise as a strategy to improve instruction and raise student achievement.
  • Oxford Review of Education
    The object of the Oxford Review of Education is to advance the study of education. It especially wishes to promote the elaboration and evaluation of a body of speculative and empirical theory, the development of which might improve educational practice.
  • The National Commission on Teaching & America's Future (NCTAF)
    The National Commission on Teaching & America's Future (NCTAF) is a nonpartisan and nonprofit group dedicated to improving the quality of teaching nationwide as a means of meeting America's educational challenges.
  • Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality
    Examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence.
  • Asia-Pacific Journal of Teacher Education
    The Asia-Pacific Journal of Teacher Education is an international medium for educators with an interest in the pre-service and continuing education of teachers.
  • The Consortium for Policy Research in Education
    The Consortium for Policy Research in Education (CPRE) unites researchers from five of the nation's leading universities to improve elementary and secondary education through research on policy, finance, school reform, and school governance.
  • Teacher Test Accountability: From Alabama to Massachusetts
    The purpose of this article is to highlight some of the psychometric results reported by National Evaluation Systems (NES) in their 1999 Massachusetts Educator Certification Test (MECT) Technical Report, and more specifically, to identify those technical characteristics of the MECT that are inconsistent with the Standards. A second purpose of this article is to call for the establishment of a standing test auditing organization with investigation and sanctioning power.
  • Educational Evaluation and Policy Analysis (EEPA)
    Published by the American Educational Research Association, the EEPA focuses on educational evaluation, educational policy analysis, and the relationship between the two activities.
  • The National Center for Restructuring Education, Schools, and Teaching
    NCREST, established at Teachers College in 1990, supports restructuring efforts by documenting successful initiatives, creating reform networks to share new research findings with practitioners, and linking policy to practice.
Found 53Displaying 1 to 10 Next>
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS