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Volume 122, Number 7, 2020

Featured Articles
by Jen Katz-Buonincontro, Richard Hass & Elaine Perignat
This article reports on a study measuring teachers’ domain-specific beliefs about teaching for creativity, piloted for the first time, and compares these beliefs with domain-general beliefs about creativity. Although results indicate that the Beliefs about Teaching for Creativity scales are reliable, with significant correlations among factors, the Growth Creative Mindset scale has suboptimal internal consistency, and educators rated themselves high in all areas except fixed creative mindset.

by Kevin Magill & Brooke Blevins
Our study examined critical social studies teacher engagements in dialogical teaching, specifically looking at what we term the dialogical theory–praxis gap. We claim that teachers tend to engage in skills-based or critical dialogue (as compared with dialogue for more transformational intent) and were curious about how and why some go further—engaging in what we call transformational critical dialogue as part of their civic teaching praxis.

by Matthew Lavery, Audrey Amrein-Beardsley, Tray Geiger & Margarita Pivovarova
In this study, researchers who have published articles on the use of value-added models (VAMs) in teacher evaluation in reputable peer-reviewed journals and who identified themselves as experienced VAM scholars or VAM experts were surveyed about the validity of using VAMs to evaluate teacher effectiveness. Respondents were generally neutral or mixed toward the use of VAMs in teacher evaluation, though responses from educational researchers were more critical of VAM use than were responses from economists and quantitative methodologists.

by Elizabeth Blair & Sherry Deckman
This article explores how preservice teachers understand their responsibilities as future educators to include and support trans and gender-creative students, through a qualitative online discourse analysis of 549 preservice teacher-authored posts. Findings suggest the pressing need for innovative teacher education on gender identity and fluidity.

by Katherina Payne, Anna Falkner & Jennifer Adair
The Civic Action and Young Children study used video-cued ethnographic methods to examine how young Children of Color at a Head Start center in South Texas acted with and on behalf of their communities. Applying theoretical tools from critical geography, this article analyzes how children used space and materials to enact their vision of a just community.

by Insook Han & Timothy Patterson
This qualitative study explored one exemplary elementary teacher’s learning during the design and implementation of curriculum using virtual reality. From the analysis of teacher interviews and reflections, observations, and teacher-made curriculum materials, we found changes in the teacher’s beliefs, knowledge, and attitudes during the process of planning, executing, evaluating, and revising the lesson. The teacher’s learning was characterized by the dynamic relationship among knowledge and beliefs, teaching practice, and outcomes of the lesson.

by Matthew Thomas & Elisabeth Lefebvre
This article examines the experiences of alternative-route teachers who are enrolled in traditional teacher education coursework.

by Alex Kumi-Yeboah, James Dogbey, Guangji Yuan & Patriann Smith
This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges encountered by instructors of online courses as they incorporate multicultural learning content into the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors employ to create conducive online learning environments that value cultural differences and educational experiences of students in online classrooms. The study drew on Bennett’s (2001) framework of multicultural research that explored cultural issues and how they affect teaching and learning process in the face-to-face classroom. Fifty instructors of online courses from three universities in the northeastern part of the United States participated in the study. The findings pointed to four themes, namely that: (a) differential perceptions of cultural diversity exist among instructors of online courses; (b) perceptions of cultural diversity depend on the academic disciplines taught by instructors; (c) a variety of instructional strategies—collaborative online learning activities, incorporating multicultural learning activities and global learning content, using cultural awareness project, addressing the impact of multicultural education—support cultural diversity in the online environment; and (d) there are significant challenges associated with promoting cultural diversity in online teaching and learning.

by Jason Grissom , Sarah Kabourek & Jenna Kramer
The authors use data from Miami-Dade County Public Schools to estimate the association between having a teacher of the same racial or ethnic background and students’ math course progression in high school. They find that students taught by same-race or same-ethnicity teachers have higher likelihoods of taking more advanced math courses and of moving into honors or Advanced Placement math courses.

by Jessica Rigby, Christine Andrews-Larson & I-Chien Chen
This is a longitudinal, mixed-methods study of teachers’ learning opportunities about ambitious mathematics instruction in one middle school. We found that school leaders decreased teachers’ learning opportunities by framing conversations toward, and valuing instruction that was more likely to improve, standardized test scores.

by Christopher Redding & Tuan Nguyen
This descriptive study examines changes in the characteristics of who is entering teaching between 1987 and 2012, as well as the characteristics of the schools in which these teachers begin their careers.

by Jason Mayernick
This paper examines the activities of the Gay Teachers Association of New York City (GTA) between 1974 and 1985. It is specifically concerned with the development of a sense of Lesbian, Gay, Bisexual (LGB) teacher responsibility and how that sense of responsibility was applied to the challenges facing LGB students in New York's schools.

by Erich Pitcher
This article develops the core tenets of academic gender justice to guide improving higher education spaces for transgender academics. Drawing on narratives of 10 participants, I develop the following tenets: Gender is multifaceted; social identities are mutually constitutive and have material effects; centrality of trans knowledges and agency; salient norms shape trans experiences; and contesting norms will improve the livability of trans lives.

by Ryan Schey
Drawing on a yearlong literacy ethnography, this article examines youths’ queer activism in a U.S secondary classroom. It focuses on Imani, a queer student of color, and offers the heuristic of literacy disidentifications to describe how she used humor and roleplaying to challenge—yet not entirely transformed—transphobia during an instructional mini-unit focused on transgender legal rights.

by Catharyn Shelton & Leanna Archambault
In this qualitative study, elite online teacherpreneurs ranking in the top 1% of sellers on TeachersPayTeachers.com were interviewed to explore online teacherpreneurship and its potential impacts.

 
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