Volume 123, Number 10, 2021
This article explores how the classic U.S. educator effort to stay politically “nonpartisan” when teaching became particularly complicated in an era of spiking K–12 harassment, when government officials openly targeted and denigrated populations on the basis of race, national origin, gender, sexuality, and religion. We share research on a pilot (2017–2019) of #USvsHate, an “anti-hate” initiative we designed and studied with K–12 educators and students in the politically mixed region of San Diego, California.
Looking at the recent history of the New York City education system in general, and the work of four intermediary organizations in the city in particular, this article explores the confluence of factors that help to explain how some new practices emerge even as many aspects of what Tyack and Cuban called the “grammar of schooling” endure.
In this article, we draw on theories of borders and friction to illuminate how the pre-K borderlands are constituted through frictions of encounter between the divergent policies and practices of the early childhood and K–12 systems. Through analysis of interviews with pre-K teachers, district officials, principals, and kindergarten teachers, we show how pre-K borderlands are uniquely constituted by a constellation of context-specific factors, and we describe the implications of work in the borderland for pre-K teachers’ work experiences and well-being.
This study identifies moments of broad and substantive student participation within inquiry-oriented middle school social studies classrooms, analyzes the extent and nature of that participation, and examines how teachers build toward and sustain interaction, in order to recognize the instructional work that contributes to successful disciplinary, whole-class, text-based discussion.
The goal of the current undertaking is to share potential oversights in culturally sustaining pedagogy and to discuss whether, as a pedagogical orientation, this represents a viable solution for Black students, particularly in regard to mathematics education. We suggest that there are valuable lessons learned from Paris’s undertaking but assert that what Ladson-Billings provided us with in her theory of culturally relevant pedagogy (CRP) was a more powerful conceptualization of improving education for Black students across multiple content areas.
This study uses descriptive and regression analysis to examine the teacher characteristics, qualifications, and attrition rates of English language arts (ELA) and English as a second language (ESL) teachers from 1988 to 2016.
In this study, we explored trends in baccalaureate degree production by racial/ethnic group in the fields of special education (SPED) and education (ED) from 1995 to 2019. To meet this aim, we modeled the extent to which institutional characteristics were related to degree production across SPED and ED for each racialized group.
This article, based on 42 Black men in engineering graduate programs, presents a new model—the Model of Wholeness in Graduate Advising—that offers insights into the complexity of graduate advising and the various types of experiences and relationships that students have, desire, expect, and need to thrive both professionally and personally. The new model encourages faculty to move toward a more caring and wholeness-promoting framework in graduate advising.
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