by Adam Edgerton, Douglas Fuchs & Lynn Fuchs - 2020
This paper reports on significant developments in the implementation of college- and career-readiness (CCR) standards using representative survey data across three states as they pertain to students with disabilities (SWD), highlighting significantly different policy attitudes among teachers, principals, and district administrators.
by Z. Taylor & Myra Barrera - 2019
This study examines 218 official statements published by leaders of institutions of higher education in the U.S. in response to President Trump’s rescission of DACA. Results suggest that the average statement was unreadable by a postsecondary student of average reading ability and that only 51% of statements included resources for DACA students in their time of need.
by Douglas Yacek - 2018
This article investigates the ethical implications of the growing phenomenon of armed public school teachers.
by Victoria Almeda, Ryan Baker & Albert Corbett - 2017
This article investigates whether there is an optimal point for determining whether a student needs help. Findings reveal that it is better for students within intelligent learning systems to seek help early in the learning process.
by Alan Daly, Nienke Moolenaar, Claudia Der-Martirosian & Yi-Hwa Liou - 2014
In this study we use a human and social capital framework to explore the relationship between teachers’ social interactions and student achievement on an interim benchmark assessment. We test our hypothesis about the effects of human and social capital on student achievement using social network analysis and hierarchical linear modeling.
by Orhan Agirdag, Piet Van Avermaet & Mieke Van Houtte - 2013
This study aims to integrate research on the effects of school segregation with that on self-fulfilling prophecies by examining the mediating role of teacher expectancies regarding the impact of school composition on pupils’ math achievement.
by Andrew Wayne - 2012
This final chapter digests the core chapters of this volume, which draws together some of the most sophisticated thinking on new teacher induction from the last decade. In so doing, this chapter attends to five key understandings about induction programs, including their context, design, implementation, and outcomes. These understandings emerge as highly relevant to those who design induction programs as well as researchers, as they continue to build the knowledge base on teacher induction.
by Sara Hennessy & Rosemary Deaney - 2009
This article describes and reflects on a collaboration between practitioners and researchers engaged in analyzing video recordings of classroom practice through applying and recontextualizing key constructs from sociocultural theory.
by Louise Jennings & Heidi Mills - 2009
This longitudinal study combines two related ethnographic data sets to examine how teachers and students at a public magnet elementary school coconstructed a discourse of inquiry that supported students as thoughtful, engaged learners and community members.
by Sean Kelly & Julianne Turner - 2009
The authors review research concerning the effects of activity structure on the engagement of low-achieving students, with an emphasis on forms of whole-class instruction that promote student engagement.
by Jennifer Holdaway, Maurice Crul & Catrin Roberts - 2009
This article introduces the special issue, which focuses on the ways in which educational institutions in Europe and North America are responding to the growing number of children of immigrants entering schools and universities. It discusses the ways in which the needs of children of immigrants differ from those of native-born students, and the ways in which variations in the structure of national education systems, and in policy and practice, may shape the pathways that children of immigrants take into the labor market, higher education, and their lives as citizens. The authors review existing research on this topic and highlight some of the difficulties involved in comparative studies. They close with an overview of the articles presented in the special issue.
by Margaret Gibson & Nicole Hidalgo - 2009
This article focuses on the educational needs of migrant youth and the services provided to these youth by the federally funded Migrant Education Program. The analysis centers on the nature of the relationships that develop between migrant students and migrant teachers, including the teachers’ multiple roles as mentors, counselors, advocates, and role models, and on the kinds of support needed to help low-income children of immigrants navigate successfully through high school.
by Carola Suarez-Orozco , Allyson Pimentel & Margary Martin - 2009
The role of relationships in mediating immigrant newcomers’ academic engagement and performance is examined using a mixed-methods approach.
by Patricia Gándara & Russell Rumberger - 2009
This article attempts to explain the role that education policy has played in the chronically low academic performance of English learner and immigrant students. It compares the different approaches to education and outcomes for English learners in Texas and California and examines the role of federal policy in shaping state policies.
by Vivian Louie & Jennifer Holdaway - 2009
Using mixed methods data collected for the Immigrant Second Generation in Metropolitan New York Study (ISGMNY), this article investigates how new immigrant and native-born communities use the Catholic system and the benefits they derive from it.
by Daniel Humphrey & Marjorie Wechsler - 2007
Alternative certification defies simplistic characterizations proffered in political debates. Examining seven alternative certification programs to understand who participates and how these programs train teachers, we find teacher development in alternative certification to be a function of the interaction between the program as implemented, the school context in which participants are placed, and the participants’ backgrounds and previous teaching experiences.
by S.G. Grant - 2001
The author presents case studies of two high school social studies teachers and influence of state-level testing on their teaching practices.
by Amanda Datnow, Lea Hubbard & Gilberto Conchas - 2001
In this article, we present findings about the implementation of single gender public schooling in California--a movement that signifies a growing interest in school choice and private sector solutions to public education problems.
by Susan Moore Johnson & Jonathan Landman - 2000
This study reveals that greater autonomy for teachers is accompanied by expanded roles and responsibilities in deregulated schools.
by David Cohen & Heather Hill - 2000
Drawing upon a teacher survey, this article proposes that successful instructional policies are themselves instructional: teachers’ opportunities to learn about and from policy influence both their practice and, at least indirectly, student achievement.
by James Spillane & Nancy Jennings - 1997
An examination of elementary school teachers' responses to their local school district's efforts to press more ambitious ideas about literacy instruction.
by James Pennell & William Firestone - 1996
An examination of teacher reform networks in California and Vermont.
by Joan Talbert, Milbrey McLaughlin & Brian Rowan - 1993
This article argues that the contexts of teaching are more diverse, embedded, and interactive in their effects on teaching practice than is assumed by prior "school effects" research.
by William Firestone, Sheila Rosenblum & Beth Bader - 1992
by Susan Engel - 2010
We have a golden opportunity to fix a big problem with our country’s approach to education. While Obama’s advisors formulate new standards with which the government will measure schools, we have a chance to convince him that the standards should be based on two things: research about children, and a clear sense of what it is we really want children to get out of school (besides a good test score).
by Jeanne Marie Iorio & Clifton Tanabe - 2015
This commentary discusses how readiness, a concept often associated with early childhood policy and practice, is being “pushed-up” creating a chain between early childhood and employment. The authors argue a need to break the readiness chain and suggest the break begin within the context of higher education. Further, the authors propose that breaking the readiness chain be the impetus for deserting the concept of readiness and rethinking the view of the student as capable and competent.