Volume 122, Number 8, 2020
In this article, I shine light on the leadership practices of two school leaders at an urban charter school as they work to weave restorative justice into the culture of their school.
In this article we document a design-based research study of an art making experience during a two-week summer coding workshop for 5th through 10th graders. Findings suggest that art making has transformative potential for how students reflect on the emotional experience of learning to code.
The Big Picture Longitudinal Study uses mixed methods to study whether and how a personalized, interest-based secondary school design is associated with outcomes related to its own stated goals, including improved post-secondary outcomes for low-income students. The Big Picture Learning model is considered in contrast to another prominent small school reform that serves the same population: the highly structured, academically intensive “No Excuses” model.
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.
The purpose of this study is to document the features of a YPAR project conducted by Leaders Organizing 2 Unite & Decriminalize (LOUD) youth members, which was made up of allies, formerly incarcerated youth, and youth on probation, to provide a model that could be adaptable in similar other contexts.
This article uncovers implicit learning theories in 89 grant proposals submitted to and funded by Illinois Humanities from 1981–2012. The authors argue that understanding the implicit learning theories of humanistic practice can support the development of tools for the collection of empirical evidence concerning the contribution of the humanities to human development.
This paper presents an ethnographic case study of a beginning architecture design course aimed at describing the physical, structural, and instructional affordances of the studio environment and how these interactions shape students’ understandings and behaviors as they learn. In our study, we define affordances as the qualitative features of the environment that create the possibility for social interaction.
This article illustrates the ways that students with transnational ties and histories developed knowledges about (im)migration experiences alongside their teacher in their fifth-grade classroom in Mexico. We argue that educators on both sides of the border can learn from this teacher’s curricular, pedagogical, and relational decisions with students to carefully invite and leverage students’ knowledges as members of (im)migrant families.
In this article, we investigate an unexpected case of equitable participation in STEM where mathematics placement does not de facto track students in engineering. Using almost 1,000 hours of observation and 69 interviews in an open enrollment STEM-focused urban school, we found what we call “institutional ambiguity,” in which competing vocational and academic logics equally frame engineering. This ambiguity is present at the institutional level and is supported at the school level by three organizational factors, creating an opportunity for equity in STEM.
This article uses Mendez v. Westminster School District of Orange County as a case study to understand the process of narrative reconstruction for curricular inclusion. In an attempt to include greater representation of Mexican Americans in the curriculum, historical information was omitted or exaggerated to make Mendez conform to the Black civil rights narrative, effectively erasing Mexican Americans’ unique and racially complex experiences.
This study seeks to examine how parent organizing helped forge a collectivist identity among Latinx parents within a parent group. Specifically, this study analyzes the processes and actions of a Latinx parent group (Familias Unidas en la Vecindad/Families United in the Neighborhood) that led to the establishment of a collectivist identity and the activation of a collective conscientização/critical consciousness amid an anti-immigrant climate.
This article presents a case study of a small urban public high school where educators instituted an innovative schoolwide system of performance-based assessments. The analysis traces how these assessments incorporated authentic audiences, embodied action, and dialogic argumentation and became performance-based engagements that promoted Latinx students’ academic and intellectual engagement and reinvigorated schooling.
This paper illustrates how the social contexts for Black male students who play high-school sports shape their experiences and beliefs about race and the role of academics and athletics in their lives.
This study focuses on how faculty engage with administrative leaders and professional staff in academic innovation and decision making at private liberal arts colleges. It applies competing theoretical perspectives—the structural-bureaucratic and cultural lenses of analysis—to determine which one best captures the changes taking place on these campuses and to assay broader outcomes associated with using one approach over another.
In a blend of first-person narrative and multimodal content analysis, this study explores the degree to which children’s picture books address explicit and physical acts of white supremacy.
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