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Volume 121, Number 11, 2019

Featured Articles
by Paul Eaton & Petra Hendry
This article provides an analysis of the dominant narratives of educational history in which curriculum has been constructed as a reductionist, linear input-output closed system of knowledge production. Drawing on Deleuze and Guatarri’s concept of assemblage the authors engage the new materialism to revision curriculum as an ontological endeavor of being~becoming.

by Sam Wineburg & Sarah McGrew
This study compares how professional fact checkers, historians, and first year college students evaluated online information and presents the strategies fact checkers used to efficiently and effectively find trustworthy information.

by Melissa Martinez, Isaac Torres & Katherine Lewis
This three-year, multi-site case study examined the college-going messaging at three racially and economically diverse public high schools in different regions of Texas. Findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.

by Kathryn Strom, Jason Margolis & Nihat Polat
The purpose of this paper is twofold. First, we aim to problematize the construct of “teacher dispositions” through a critical synthesis of literature and a discussion of a rhizomatic perspective to generate a (re)conceptualization that is more closely aligned with the immensely complex nature of teaching and learning. Second, we draw on samples of university-generated teacher disposition assessment tools to provide concrete examples that “put to work” this rethinking of dispositions, and which demonstrates that the field may be showing signs of moving toward a more contextual understanding of the construct.

by Jennifer Darling-Aduana, Annalee Good & Carolyn Heinrich
We investigate and identify disparate access to quality educational experiences in online credit-recovery labs, which mirror those documented by others in traditional instructional settings based on class-based expectations. Based on our analysis, we propose strategies to support more equitable learning in online courses including providing explicit expectations and proactive assistance to students, using real-time data by teachers, accommodating lower student-teacher ratios, and assigning to online labs teachers certified in the course subjects in which students enroll.

by Elizabeth Minor, Guan Saw, Kenneth Frank, Barbara Schneider & Kaitlin Torphy
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
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 Ann Ishimaru, Joe Lott, II, Kathryn Torres & Karen O’Reilly-Diaz
Beyond deficit-based approaches to involving parents, a growing body of work has begun to re-envision how nondominant families might become powerful partners in equity-based educational change. The present study contributes to this literature by identifying how—through key turning points marked by critical discursive shifts—the co-design of a parent curriculum cultivated the collective transformative agency of nondominant families to more equitably collaborate with formal educators in changemaking work.

 
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