Volume 122, Number 2, 2020
This mixed-methods study investigates factors associated with beginning community college STEM students’ decisions to transfer in STEM fields, and how students describe these factors as either supports or barriers that undergird their decisions to stay or leave the STEM transfer pathway.
The article provides a history of district property taxation and school funding disparities in California during the 19th and 20th centuries, challenging accounts that deemphasize earlier traditions of state support for schools. The article contends that these accounts obscure how public policies, not just market forces shaping property values, create funding inequalities.
This quantitative study examines relationships between student performance and student, teacher, teaching, teacher professional development, and school characteristics in the context of a large-scale, top-down, nationwide curriculum and examination reform across multiple science disciplines and different stages of the reform. Levers to improve student performance include teachers’ perceived administrative support, self-efficacy, teaching experience, elements of classroom instruction, and selected aspects of professional development participation.
Drawing from interviews with 22 administrators, faculty members, and instructional designers, this study presents a qualitative analysis of how leading universities reconcile financial and quality considerations when offering online education. Findings reveal emergent themes related to the importance of quality as an actionable goal, the causes and consequences of the business model of online education, the impact of online education on the changing faculty role, and the importance of student-centered learning when offering online education.
Using an Ohio court case in which a single mother was convicted of stealing an education for crossing school district boundaries, this article uses Butler’s idea of precariousness, Arendt’s and Benjamin’s ideas of state violence, and Derrida’s idea of justice to come, to argue that the law creates unequal distribution of quality education. By distinguishing law from justice, it becomes clear that justice was not served in her case.
This study explores the changes in applied STEM CTE participation over time as related to the authorization of Perkins IV CTE legislation. Implications are discussed.
This qualitative inductive study examined how a high school teacher negotiated tensions that emerged between her aims and her practices when she infused young adult literature with Muslim characters and content into her curriculum. Drawing upon a theory of cognitive dissonance, the study looked across interview, observational, and reflective data to reveal how the teacher’s aims were often in direct conflict with her enacted practices.
In this study, we analyze the geographic patterns of opting out from state assessments in school districts in New York State.
This historical case study analyzes a local 90-year history of democratic schooling by focusing on three constitutive tensions: reform means versus ends, public versus private goods, and critical hope versus despair. By grappling with these democratic tensions, we conclude, urban communities can counter the dominant policy discourse of failing and turnaround schools to reimagine the promise of neighborhood schools as anchor democratic institutions.
Employing a nationwide survey of 14,114 high school students and a quasi-experimental research design, this study investigates changes in students’ reported interest in STEM (science, technology, engineering, mathematics) careers after taking a dual enrollment STEM course. After controlling for demographic, academic, and background characteristics (e.g. interest in a STEM career before the intervention), the odds of a STEM career intention were 1.3 times (p < .05) greater for those taking a dual enrollment course compared to peers who did not.
This article explores how high-achieving students from non-dominant backgrounds construct their academic identities amidst limited STEM material and discursive structures in two urban, non-selective, public, STEM-focused schools. Rather than producing highly valued STEM capital, these schools instead produced shadow capital, circumscribing students’ abilities to author the STEM identities they envisioned.
This paper investigates how minoritized youth attempted to build connecting pathways between STEM-related worlds, how such attempts unfolded, and the resultant outcomes pertaining to their developing STEM expertise and subsequent STEM engagement. The authors introduce the idea of pathhacking, where youth had to create their own pathways into STEM, often with improvised tools and in treacherous territory, because there were no pre-laid paths.
There are no commentaries for this issue
There are no Off The Record or Editorials for this issue