Volume 122, Number 3, 2020
This article reports on a study examining the ideological assumptions of state-sanctioned financial literacy standards in the United States and Canada. Employing critical discourse and ideological analysis, the study investigated what the standards implied about individuals’ financial outcomes and what was made invisible about the ways in which people achieve or fail to achieve economic security and wealth.
In this study, we draw on information from student newspapers and interviews to illuminate the reasons why students mobilized on college campuses. We focus on those campaigns that followed the I, Too, Am Harvard campaign. We find that students were primarily motivated to mobilize by the need to highlight factors that create negative campus climates for students from historically marginalized populations, such as microaggressions.
This article focuses on Hubert Harrison’s participation and influence in several dimensions of the network of informal education that emerged in Harlem life in the first part of the 20th century: street oratory, educational forums, and the black press.
Using interview data and an institutional logics perspective, this paper examines how higher education professionals perceive, understand, and support college students who experience basic needs insecurity.
This study conducted a meta-analysis with 21 studies to estimate the effects of student-level cash incentives on test performance.
This study examines the effect of the Post-9/11 GI Bill on college enrollment rates among veterans with service-connected disabilities.
This article uses qualitative, descriptive, and social network analysis to describe and visualize the content of curricular resources from 10 influential organizations providing curricular and professional resources for state standards in secondary English/Language Arts.
We describe organizational policies and practices developed to support faculty and staff engagement with opportunities to use data for program improvement in 10 high data-use teacher education programs.
Through the use of hierarchical linear modeling, this study found that school administrators’ (principals and vice/assistant principals) implicit racial biases explained differences in the discipline severity experienced by students based on their perceived race only for subjective discipline decisions. The findings implicate the need to extend implicit-bias remediation training to administrative staff and explore methods of removing the risk of bias in discipline determinations.
This study explores the implementation of The Degree Project (TDP), the United States' first experimental evaluation of a merit-based promise scholarship program. We find that school staff regularly used the data on the number of students still on track for the scholarship requirements as evidence of whether TDP was succeeding or failing. Moreover, staff mainly attributed this success or failure to characteristics of the students themselves and rarely to their own work practice, raising concerns about both promise programs’ use of merit requirements and data use in schools in general.
This phenomenological study draws on semistructured interviews with 27 Black male teachers across 14 schools in an urban school district—seven schools with three or more Black male teachers and seven schools with one Black male teacher. Consistent with theories about teacher turnover, findings indicate a relationship between organizational characteristics, reasons participants cited for leaving, and participants’ actual decisions to stay or leave.
In this paper, the author argues that successfully teaching students self-regulated learning (SRL) depends on the scaffolding level of preservice teachers’ professional vision (PV) for SRL during participation in an academic course.
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