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


Articles
by Hillary Parkhouse & Bryan Arnold - 2019
This study investigates whether students in classrooms using critical pedagogy might develop understandings of the roots of contemporary inequality.

by Breanne Litts, Sari Widman, Debora Lui, Justice Walker & Yasmin Kafai - 2019
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.

by Harper Keenan - 2019
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.

by Brett Levy, Annaly Babb-Guerra, Lena Batt & Wolf Owczarek - 2019
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.

by Juliet Hess, Vaughn Watson & Matthew Deroo - 2019
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.

by John Wills - 2019
This paper examines how teachers’ understandings of race and racism inform their use of curricular materials.

by Xueli Wang, Ning Sun, Brit Wagner & Brett Nachman - 2019
This descriptive phenomenological study explores how 2-year college students participating in STEM classes and programs perceive themselves as learners.

by Timothy Patterson & Jay Shuttleworth - 2019
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.

by William Zahner, Suzanne Chapin, Rich Levine, Lingjun He & Robert Afonso - 2019
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.

by Anthony Buttaro, Jr. & Sophia Catsambis - 2019
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.

by Heather Hill, Erica Litke & Kathleen Lynch - 2018
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.

by Jamaal Young, Mary Capraro, Robert Capraro & Marti Cason - 2018
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.

by Xin Ma, Xian Wu, Jing Yuan & Xingkai Luo - 2018
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.

by Beth Herbel-Eisenmann, Lindsay Keazer & Anne Traynor - 2018
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.

by Wayne Journell - 2018
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.

by Julie Learned - 2018
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.

by Thomas Smith, Laura Neergaard Booker, Eric Hochberg & Laura Desimone - 2018
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.

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 Robert Sternberg & James Kaufman - 2018
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.

by Federick Ngo, W. Edward Chi & Elizabeth Park - 2018
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.

by Roger Azevedo, Nicholas Mudrick, Michelle Taub & Franz Wortha - 2017
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.

by Meirav Tzohar-Rozen & Bracha Kramarski - 2017
This study investigated the impact of two self-regulation programs among young students (Grade 5): metacognition and meta-affect versus a control group on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes.

by Tali Berglas-Shapiro, Bat-Sheva Eylon & Zahava Scherz - 2017
This article describes a study aimed at examining students’ use of specific SRL processes when learning with a specially designed technology-enhanced learning environment.

by Marcela Reyes & Thurston Domina - 2017
This study shows that students opt to take additional math courses when they are interested in math, consider themselves skillful in math, and have high college expectations. But the motivational predictors of math course enrollment vary with students’ initial math placement.

by Dan Berebitsky & Christine Andrews-Larson - 2017
This study investigates how expertise and formal roles relate to who is sought for advice on mathematics instruction, as measured by centrality, in 30 urban middle schools.

by Cameron Sublett & Michael Gottfried - 2017
This study seeks to identify the individual and institutional predictors of applied STEM course enrollment in high school. A secondary aim of the study is to explore how factors of applied STEM coursetaking are affected by when students choose to take these courses.

by Won Kim - 2017
This qualitative study examines 11 adolescent long-term English language learners’ educational experience via their voices in the context of their performances on state-mandated language and academic achievement tests.

by Anna Bargagliotti, Michael Gottfried & Cassandra Guarino - 2017
This study addresses the link between instruction and achievement as well as the link between instruction and socioemotional development in early schooling mathematics instructional practices.

by Pamela Aschbacher & Marsha Ing - 2017
This study explores the relationships among fifth-graders’ perceived learning opportunities in school science, their perceptions of self in science, and their desire to take more science courses in middle and high school, using two different samples of students.

by Christa Greenfader & Liane Brouillette - 2017
This study examines the speaking abilities of K–2 Hispanic ELs who were randomly assigned to an arts-based professional development program that emphasized oral English-language interactions. Additional review suggests that the activities corresponded well to Common Core speaking and listening standards, but concerns are raised that a lack of speaking assessments in the Common Core may result in a subsequent distortion of K–2 instruction.

Found 1286
Displaying 1 to 30
<Back | Next>
 
Recent Posts
 
Book Reviews
by Scott L. Roberts & Charles J. Elfer (Eds.)
reviwed by Christopher Clark - 2019

by Kathleen F. Gabriel
reviwed by Kristi Santi - 2019

by Marie L. Masterson & Holly Bohar (Eds.)
reviwed by James Johnson - 2019

by Jeremiah Clabough & Timothy Lintner (Eds.)
reviwed by Paul Yoder - 2019

by Na'ilah Suad Nasir, Jarvis R. Givens, & Christopher P. Chatmon (Eds.)
reviwed by Amy Samuels & Alvin Taylor - 2019

by Danling Fu, Xenia Hadjioannou, & Xiaodi Zhou
reviwed by Craig Hughes & Yukari Amos - 2019

by James G. Dwyer & Shawn F. Peters
reviwed by Milton Gaither - 2019

by Derek Van Rheenen & Jean Marie DeOrnellas (Eds.)
reviwed by Billy Hawkins - 2019

by Linda Darling-Hammond & Jeannie Oakes
reviwed by Bradley Conrad - 2019

by Todd Kettler, Kristen N. Lamb, & Dianna R. Mullet
reviwed by Bobbi Hansen - 2019

Found 648
Displaying 1 to 10
<Back | Next>

Resources
  • Discourse and Sociocultural Studies in Reading
    This article seeks to develop an integrated perspective on language, literacy, and the human mind, a perspective that holds important implications for the nature of reading, both cognitively and socioculturally.
  • Journal of Peace Education
    Journal of Peace Education publishes articles which promote discussions on theories, research and practices in peace education in varied educational and cultural settings.
  • Reading Rockets
    Reading Rockets is a national multimedia project that looks at how young kids learn to read, why so many struggle, and how caring adults can help them.
  • Teaching High School Science in the Information Age: A Review of Courses and Technology for Inquiry-based Learning
    This report reviews programs designed to improve scientific inquiry in high school classes and identifies promising curricular materials.
  • Peace Review
    Peace Review is a quarterly, multidisciplinary, transnational journal of research and analysis, focusing on the current issues and controversies that underlie the promotion of a more peaceful world.
  • P.E.4 Life
    The mission of the not-for-profit organization is to be the collective voice for promoting and expanding quality, daily physical education programs to develop active, healthy lifestyles for America's youth.
  • Classroom Assessment and the National Science Education Standards
    Focusing on the teacher as the primary player in assessment, this book offers assessment guidelines and explores how they can be adapted to the individual classroom.
  • Journal of Dance Education
    Articles appearing in the Journal of Dance Education cover the range of dance education in all settings
  • The Social Science Research Council
    This website features an extraordinary and still-expanding collection of essays by leading social scientists from around the country and the world. These are efforts by social scientists to bring theoretical and empirical knowledge to bear on the events of Sept. 11, their precursors, and what comes after.
  • Adding It Up: Helping Children Learn Mathematics
    Explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years
  • The Review of Education, Pedagogy & Cultural Studies
    The Review of Education, Pedagogy & Cultural Studies is the only journal that publishes critical essays relating pedagogy to a wide variety of political, social, cultural, and economic issues.
  • Human Rights Watch
    Human Rights Watch is dedicated to protecting the human rights of people around the world. Human Rights Watch is an independent, nongovernmental organization, supported by contributions from private individuals and foundations worldwide. It accepts no government funds, directly or indirectly.
Found 140Displaying 1 to 10 Next>
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS