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Volume 122, Number 12, 2020

Featured Articles
by Jana Grabarek & Leanne M. Kallemeyn
This systematic review of 39 quantitative and qualitative studies demonstrates that teacher data use, in its many forms, has varied impacts on student achievement. Studies that had positive impacts on student achievement more often than the sample overall incorporated the following elements: ongoing professional development, comprehensive data use interventions targeting multiple leverage points, multiple types of data, and intentions to use data for continuous improvement of all students.

by Hayley Weddle
This article explores the depth of teachers’ learning opportunities available within collaborative conversations over time, foregrounding the role of contextual factors in shaping teacher learning. Findings inform how effective collaborative cultures can be fostered and sustained, particularly in schools under pressure to improve.

by Marisa Cannata & Tuan D. Nguyen
Through a case study of a research–practice partnership that uses a continuous improvement approach to design and development, this article explores how the collaborative design process shaped the resulting innovation design. The findings highlight tensions between achieving the necessary concreteness in the design and a process that valued collaboration and consensus.

by Rebeca Mireles-Rios, Odelia Simon & Karen Nylund-Gibson
This study shows the potential role that high school teachers can play in lessening the effects of discrimination on student outcomes for Latinx students, with a particular focus on gender.

by Sophia Rodriguez & William McCorkle
This article is a correlational analysis of K–12 teachers’ awareness of policies impacting undocumented students and how such awareness shapes attitudes toward the educational rights of undocumented students.

by Aaron Leo, Kristen C. Wilcox, Catherine Kramer, Hal A. Lawson & Mina Min
This article addresses the paucity of research investigating the relationships of teacher and student agency and draws on seven qualitative case studies of secondary schools achieving trends of above-predicted (i.e., odds-beating) graduation outcomes. Study findings indicate that when teachers are offered opportunities to act as agents, they tend to offer opportunities to their students similarly. This phenomenon we call reciprocal agency and it holds theoretical and practical implications in high-needs and high-diversity school contexts.

by Michael A. Gottfried, J. Jacob Kirksey & Christopher S. Ozuna
This article examined whether student chronic absenteeism was related to having a chronically absent classmate. According to administrative data from a small, urban school district, students were more likely to be chronically absent in the spring when their classmates were absent in the fall.

by Christine G. Mokher, Toby J. Park-Gaghan & Shouping Hu
This study uses an interrupted time series analysis to examine the impact of Florida’s developmental education reform on credits attempted and earned in the first and third years of college.

by Austin S. Jennings & Amanda B. Jennings
This study examines how interim assessment fits within upper elementary school teachers’ practice of data use. Findings reveal that two dimensions of teachers’ interim assessment data use, connectedness with other data sources and perceived informative value, are indicators of significant patterns in the authenticity of teachers’ data use with implications for their instructional decision making.

by Tammy Kolbe, Caitlin Steele & Beth White
This study explores the relationship between the time available for science instruction and how middle-level teachers teach science. Specifically, we found that the amount of time for instruction can encourage or constrain the extent to which eighth-grade science teachers engage in inquiry-oriented instructional practices. Study findings suggest that teachers with five or more hours of instructional time per week are better able to use inquiry-based instructional practices in their teaching.

by Michelle P. Martin-Raugh, Harrison J. Kell & Richard J. Tannenbaum
This study examined whether situation perception is related to teachers’ performance when they lead classroom discussions. Findings provide preliminary evidence to suggest that situation perception may be an important skill for teachers in leading discussions.

by Vanessa W. Vongkulluksn, Kui Xie & Nathan A. Hawk
This study examined naturally occurring profiles comprising teachers’ positive value beliefs and time cost perception toward technology integration based on expectancy-value theory, and how value belief profiles influenced teachers’ technology use.

by Meghan A. Kessler, Alexis Jones & Marilyn Johnston-Parsons
This article is a policy discussion of the edTPA assessment using Foucault’s work and our teacher candidates’ narrative data to suggest a more critical and activist approach to using the edTPA. Leveraging Foucauldian concepts to analyze our teacher candidates’ narratives illuminated the power of this disciplinary technology to normalize and shape our candidates’ perceptions and practices.

by Allison Atteberry & Sarah E. LaCour
In 2005−06, Denver became one of the first U.S. districts to implement a pay-for-performance compensation system, and Denver’s ProComp is now the longest-running PFP policy in the country. We use a 16-year panel to analyze the effects of ProComp on both student and teacher outcomes, with a focus on the onset of its second instantiation, ProComp 2.0, which began in 2008−09.

by Tim Post & Juliette H. Walma van der Molen
This article describes the effects of a two-year school improvement program in which the complete school staffs of six Dutch primary schools were trained to integrate inquiry-focused pedagogy into daily school practice.

by Natalya Gnedko-Berry, So Jung Park, Feng Liu, Trisha H. Borman & David Manzeske
The study examines the association between the school-level concentration of National Board Certified Teachers and student achievement in Grades 4–8 and teacher retention in Grades K–8. The study uses administrative records from North Carolina and Kentucky for the 2014–15 academic year.

 
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