This mixed-methods study investigates factors associated with beginning community college STEM students’ decisions to transfer in STEM fields, and how students describe these factors as either supports or barriers that undergird their decisions to stay or leave the STEM transfer pathway.
This article uses qualitative, descriptive, and social network analysis to describe and visualize the content of curricular resources from 10 influential organizations providing curricular and professional resources for state standards in secondary English/Language Arts.
This quantitative study examines relationships between student performance and student, teacher, teaching, teacher professional development, and school characteristics in the context of a large-scale, top-down, nationwide curriculum and examination reform across multiple science disciplines and different stages of the reform. Levers to improve student performance include teachers’ perceived administrative support, self-efficacy, teaching experience, elements of classroom instruction, and selected aspects of professional development participation.
This study explores the changes in applied STEM CTE participation over time as related to the authorization of Perkins IV CTE legislation. Implications are discussed.
This qualitative inductive study examined how a high school teacher negotiated tensions that emerged between her aims and her practices when she infused young adult literature with Muslim characters and content into her curriculum. Drawing upon a theory of cognitive dissonance, the study looked across interview, observational, and reflective data to reveal how the teacher’s aims were often in direct conflict with her enacted practices.
This piece reflects on the results and implications of our recent social media study that examined the Common Core through Twitter activity over a 2-year period. During this study, we examined the high-level social side of social media (Twitter) in an effort to analyze, visualize, and make sense of the often hidden world of online interactions that influence educational policy.
In this chapter, the authors present a conceptual model for the enactment of virtual instructional resources.
This chapter presents a framework to examine culturally relevant curriculum materials found on Teachers Pay Teachers and discusses the unique challenges and opportunities to leverage social media for research and practice.
In this chapter, the authors argue that educators should teach “against” the problematic aspects of social media platforms, namely, components designed by companies to increase profits. They detail five aspects of this phenomenon, with each section outlining the problem and offering education suggestions.
This study investigates whether students in classrooms using critical pedagogy might develop understandings of the roots of contemporary inequality.
This articles present the Maker Studio model, through which students design a computational artifact and engage in practices found in studio arts, architecture, and engineering classes, as one potential solution to the growing tension between out-of-school making and current K–12 maker integration.
This article addresses how colonial violence is represented to young children in U.S. textbooks through a content analysis of California fourth-grade history textbook chapters on the Spanish colonial mission system.
In the United States, elected leaders and the general public have become more politically polarized during the past several decades, and political scientists argue that strengthening our democracy requires civic participants to productively negotiate their differences. To explore how educators could help to foster such civic participation, we conducted a mixed-methods study to examine how students’ experiences in highly interactive government courses could affect their willingness to engage in political issues in an open-minded way.
This article details the ways in which youth of color extended their literary and musical presence as active civic participants through engagement in open mic in the context of a 15-week community-based literacy-and-songwriting class.
This paper examines how teachers’ understandings of race and racism inform their use of curricular materials.
This descriptive phenomenological study explores how 2-year college students participating in STEM classes and programs perceive themselves as learners.
This study analyzes historical portrayals of enslavement in 21 recently published books for elementary students. Informed by critical race theory, our findings suggest elementary teachers will be presented with a more complicated set of options when selecting among historical children’s literature than previously documented by researchers.
This study investigates the affordances of two contrasting pathways into teaching secondary mathematics through examining the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers who entered teaching via two preparation programs focused on staffing high-need schools in the same region.
Using data from a national study of kindergartners who were followed up to the eighth grade, this article provides the first evidence for potential long-term consequences of ability grouping in the early grades. It examines the degree to which within-class ability grouping for reading instruction in kindergarten through third grade predicts reading test scores and English coursework up to the eighth grade.
This study reports the prevalence of reform-aligned mathematics instruction in a sample of 1,735 lessons from 329 elementary teachers in five U.S. urban districts. We also illustrate the range of instruction in this sample by presenting case studies of teaching at high, medium, and low levels of reform alignment.
This article focuses on the Every Student Succeeds Act, which stipulates numerous provisions for supporting science, technology, engineering, and mathematics (STEM). Authors reviewed the provisions in five areas pertinent to STEM and presented recommendations to support access, equity, and achievement in STEM content areas.
In this article, the authors separate the competing effects on science achievement among four educational units: students, classrooms, teachers, and schools. They identify factors at each level critical to science achievement.
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 uses three commonly cited criteria for evaluating whether educators should frame marriage equality as controversial following the 2015 landmark ruling in Obergefell v. Hodges that legalized same-sex marriage in the United States.
This article reports on a yearlong qualitative study of ninth graders identified as struggling readers. Analysis showed that youths tended to participate in limiting contexts that positioned them as deficient readers regardless, sometimes, of skilled, engaged reading, but when classroom contexts focused on disciplinary literacy and building trusting relationships, youths positioned themselves as readers and learners.
The authors of this article investigate the relationships among organizational supports, including mentoring, professional development, collaboration, and leadership support, provided to beginning middle school mathematics teachers; authors also explore the extent to which these teachers implement reform-oriented math instruction.
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 describes five societal forces that ERODE creativity: Education, Resources, Opportunities, Diffusion, and Exaggeration. The article further suggests how we can counter this erosion.
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.
In this article, we argue that successful STEM learning depends on the conceptual, methodological, and analytical coupling of metacognition and emotions during learning about 21st-century skills with advanced learning technologies.