Written by teachers who worked at Central Park East Secondary School, this commentary seeks to rearticulate the vision and practices that inspired the early small schools movement. It also attempts to reframe and reclaim assessment, accountability, and rigor as goals and activities that are owned and implemented by educators, students, and communities.
The Texas Education Agency has a special education monitoring protocol known as the Performance-Based Monitoring Analysis System that awards districts a perfect score on an indicator if fewer than 8.5% of students receive special education. This protocol has been the center of debate in the state and for the U.S. Department of Education. This commentary examines this system, state level data, and parent and educator testimonials presented in the media.
In the wake of the presidential election, the author argues that we must shift our educational policy values toward more collective and democratic goals.
As a group of critical early childhood teacher educators, we take inspiration from a recent commentary Where Do I Fit In? Adrift in Neoliberal Educational Anti-Culture
and engage with Burn’s ideas of ethical resistance and courageous activism. We suggest that by "being present," we resist the ways teacher education has been reduced to a set of simple, technical skills, void of ethics and politics.
The purpose of this commentary is to present a systematic framework for comparing the standards for drawing causal inferences in educational research to the lack of standards for drawing causal inferences under state accountability plans. We aim to demonstrate that this framework encompasses many of the vast critiques of previous educational state accountability plans for estimating school and teacher effects on achievement, and hence offers a path to improvement for state accountability plans currently being developed under the Every Student Succeeds Act (ESSA).
This commentary argues that transcripts, diplomas, and program certificates should include more information on coursework completed through online classes.
This commentary explores the notions of relational pedagogy and how it can decrease bullying practices within schools. It proposes that teacher preparation programs implement methods to teach pre-service teachers how to construct a classroom that is premised on relational pedagogy.
Drawing on induction programs for insight into what helps novice teachers navigate the precarious first years of teaching and remain in the profession, and utilizing respondent-driven survey data, this commentary argues that including the induction support of mentorship in teacher preparation models would increase teacher retention.
This commentary outlines three related ways that a Trump presidency could be very good for American education and how education professors can play a more important role in educational improvement.
Research and observations suggest that many collaborative teacher teams in the United States are constrained by existing images of practice. One promising way to counteract these persistent images is to provide educators with a compelling new image or metaphor that helps to “reset” or “reframe” the activity.
Most public school teachers in the United States receive retirement compensation via a defined benefit pension plan. This institutional feature of the public education system is often overlooked in education policy discussions, but is important for a number of reasons.
In this commentary, the authors discuss how gender inequality becomes manifest in deeper sociopolitical issues of proper schooling and proper education. They also show how regulation is far from recognition, as policing others’ identity and purpose exposes a whole other layer of intentionality.
This commentary responds to the ways public school teachers have become the scapegoats for young Americans’ civic disengagement. Despite states’ curriculum standards that could support teens’ civic engagement, there are inherent and pervasive social norms related to top-down politics that govern school communities. Some public school teachers are forced to choose between censoring political topics from discussion or potentially diminishing their job security.
The purpose of this commentary is to reiterate our responsibility to educate our young citizens in ways that go beyond rituals and classroom walls. Our argument rests on the notion of bringing critical democratic literacy into elementary classrooms through examples of how students are thinking about the current election.
Focusing on high-performing early literacy teachers across multiple urban school contexts, this commentary introduces our conceptual model and one example of a high leverage early literacy practice.
This commentary argues that higher education, when viewed in light of its impact on students and broader society, is more than a profession: it is a vocation. This discussion is needed as higher education has become more complex and there is a commensurate need for well-prepared administrators to lead these important institutions.
This commentary is a criticism of anonymous student evaluations as a measure of Aboriginal teacher educators’ effect and affect in Australian Teacher Education programs. It identifies how the policing of Aboriginal teacher educators’ student engagement limits the capacity in working with pre-service teachers in the national project of reconciliation through the development of respectful classroom curriculum and pedagogy.
Cultivating an ecosystem of new and better schools is a lot like gardening. It takes tilling (creating a policy environment that allows for new schools), seeding (starting schools with the necessary human capital to flourish), and weeding (regulation).
The authors of this commentary explore the challenges that arise when learning technologies are not carefully examined for their possibilities and limitations through a critical lens of educational equity and justice. They outline an approach to the incorporation of learning technologies that begins with and prioritizes educational equity and social justice.
The Texas Campus Carry Law permits students to bring guns into classrooms and many faculty members believe this will impact their ability to engage in social justice teaching that challenges the status quo and promotes the development of a reflective and equity-oriented teacher or school leader. This commentary discusses how campus carry is already effecting an institution serving Hispanic students in Texas.
The presidential election offers a rich opportunity for democracy education, through which young people engage with political, social, and moral questions about how we should live together. Discussion of controversial issues is widely advocated, yet teachers need support from researchers, teacher educators, and school leaders as they grapple with tensions in the charged classroom.
Only one federal circuit court of appeals has addressed the legal issues involved with allowing a transgender student to use the restroom that aligns with his gender identity. We analyze this court opinion and discuss the status of the law for school officials.
In an influential concurring opinion to an important bankruptcy decision, Judge Jim Pappas, an Idaho bankruptcy judge, urged federal courts to adopt a more sensible way for dealing with student loan debtors who file for bankruptcy.
U.S. federal government efforts over the last 50 years to strengthen elementary and secondary education have focused on instructional deficits and instructional gaps of disadvantaged students rather than on creating the capacity to improve the pre-collegiate schooling enterprise. The commentary finds that it is now feasible to operationally realize the intent of Elementary and Secondary Education Act (ESEA) 1965, No Child Left Behind (NCLB), and Race to the Top (RttT) with transparent results and without additional taxpayer cost.
This commentary offers a brief critique of Governor Chris Christie's proposed school funding formula. Placing it into historical perspective, the author argues that New Jerseyans will reject his proposal, which offers cash to middle class suburban families in the form of property tax relief, while eviscerating the budgets of urban school districts with high concentrations of poor and working class students of color. We refuse to go back to separate and unequal public schools.