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Volume 122, Number 11, 2020

Featured Articles
by Enid Rosario-Ramos, Awilda Rodriguez, Jenny Sawada & Ana Mireya Diaz
Using a care framework, and drawing from interviews with district administrators, school personnel, high school students, and their caregivers, we examine the ways in which a school district enacted care toward hurricane-displaced Puerto Rican families as well as the ways in which families received such care. Findings show that care was effectively enacted and received when addressing families’ immediate needs (e.g., food, clothing, educational materials) but was perceived as insufficient with regard to supports for mental health, and inconsistently deployed as related to supports for academic success.

by Britnie Delinger Kane
The Core Practice movement continues to gain momentum in teacher education research, yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices. This analysis takes up the question of how and whether teacher education pedagogies created by the Core Practice Consortium can support preservice teachers' development of the professional reasoning that equitable teaching requires.

by Kim Nelson Pryor
In this article, the author synthesizes theoretical and empirical research to propose a novel typology of part-time non-tenure-track faculty that accounts for financial inequalities among part-time instructors across higher education.

by Kamania Wynter-Hoyte, Susi Long, Terrance M. McAdoo & Jennifer D. Strickland
This article addresses characteristics of effective Praxis Core support for African American preservice teachers as they negotiate a standardized test that regularly denies Black students entry into the teaching profession. While recognizing the need to eliminate racist gatekeepers from the profession, this article focuses on providing effective Praxis Core support so that no more African American preservice teachers are lost to the test while working to dethrone it. Illuminated by words and experiences of preservice teachers, the article describes effective support as that which is anchored in culturally relevant, responsive, and sustaining approaches with instructors who: (a) do not settle for deflections from the need for this work; (b) develop relationships deemed comfortable from students’ perspectives; (c) believe and can help students recognize that they are not broken but whole, intelligent, knowledgeable; (d) understand the biased nature of Praxis Core and can help students examine test items and strategize accordingly; and (e) can help students use their cultural and linguistic knowledge and dexterity to beat the testing game.

by Karen Hammerness, Kirsti Klette, Inga Staal Jenset & Esther Canrinus
Building on calls for more international comparative research in teacher education, this article analyzes opportunities to study, practice, and rehearse teaching in teacher education coursework in five different programs in five countries.

by Brian A. Burt, Justin J. Roberson, Jarrel T. Johnson & Anne Bonanno
This study advances a new theoretical model, “Black Men’s Graduate Engineering Motivation” (BMGEM), to describe the overlaying factors and sources of motivation – and their interrelations – that influence 42 Black men in engineering graduate programs to persist. The findings from this study can inform future research and practice-based strategies for broadening participation that aid in Black men’s progress through science and engineering pathways.

by Sung Tae Jung
This study examined the contextualized effects of racial/ethnic matching between high school students and teachers, focusing on the urbanicity of schools in the United States.

by Christine M. McWayne, Jayanthi Mistry, Kimberly Brenneman, Betty Zan & Daryl Greenfield
In this article, we document the process of co-construction within the Readiness Through Integrative Science and Engineering (RISE) curriculum and professional development (PD) approach. Using grounded theory methods, we hope to illuminate processes potentially at work within the “black box” of PD.

by Nathan Holbert, Betsy DiSalvo & Matthew Berland
This article examines the history and structure of CS4All, a public-private partnership that aims to provide computer science education to all New York City public-school students. Using socio-historical, qualitative, and social network analysis methods, we describe how this massive curricular reform effort came about and document the various actors, processes, institutions, and flows of resources at the heart of this complex initiative.

by Nicole M. Joseph, Andrea L. Tyler, Nicol R. Howard, Samantha L. Akridge & Kelsi R. Rugo
This article investigates socialization factors and how they relate to mathematics identity among high school Black girls using longitudinal data from the High School Longitudinal Study of 2009.

by Daniella Molle
This case study explores how multilingual youth are discursively positioned when teachers make sense of student work during professional development. The research focuses on interruptions to deficit-based discourses about multilingual students.

by Luis A. Rodriguez
This article examines the sensemaking process of tenure reform policies among school-based staff. Drawing from interview data, the study reveals the manner in which teachers and school leaders came to understand changes to the teacher tenure process in Tennessee as well as the challenges they encountered in doing so.

by Michael Gottfried, Vi-Nhuan Le & J. Jacob Kirksey
This article examined absenteeism patterns for kindergartners with disabilities in general education schools. Comparing two nationally representative cohorts, children with disabilities in 2010 were absent more often than those in 1998. Implications for policy are discussed.

by Julie E. Learned, Laura C. Dacus, Mary Jo Morgan, Kathryn S. Schiller & Guher Gorgun
This article reports on a yearlong study examining secondary students’ and teachers’ perspectives on high-stakes testing, which served not only as an isolated measurement of learning but also as a dominant context for literacy-related teaching across the disciplines and throughout the school year. Participants’ perspectives, and ways in which they resisted, provide insights into the constraining effects of high-stakes testing, as well as suggest promising, alternative routes toward equitable assessment that supports meaningful learning.

by Sean Kelly, Zachary Mozenter, Esteban Aucejo & Jane Cooley Fruehwirth
This study examines the extent of school-to-school variation in instructional practice and the association between school composition and instruction quality in elementary and middle schools using the Measures of Effective Teaching study data. Findings indicate that school-level differences in instruction are not as great as suggested by critical theory and the public discourse, but neither are they as inconsequential as one might infer from the literature on value-added differences between schools.

 
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