This commentary investigates the role and responsibility of schools and surrounding communities in keeping students and faculty safe from gun violence on K-12 campuses.
This piece argues that to prepare for Higher Education Act reauthorization, the research and policy community need more than just student and institution-level data: We need to dig deeper into how the Department of Education administers the federal financial aid programs.
This commentary examines the deeper social implications of sharing (and not sharing) food in the classroom.
This commentary addresses key conceptions of and contemporary attitudes toward school climate and social emotional learning.
This commentary examines contemporary school policies restricting the hairstyles of Black children as echoes of the 19th century Black Codes in the American south.
This commentary examines the conditions through which tenure protects professors, but can also be revoked, and specifically analyzes the 2017 Fifth Circuit court case of Professor Alexander Edionwe, who sued UTRGV president Guy Bailey when his tenure position at UT Pan Am dissolved due to the creation of UTRGV and closure of UT Pan AM.
This commentary evaluates both the strengths and weaknesses of New York City's universal pre-K initiative and provides three recommendations for future action.
This commentary explores interdisciplinary discussion of inclusivity in the study of the European Middle Ages and how medieval studies might be reconsidered for a new, inclusive middle school and high school social studies curricula.
In this commentary, authors introduce the idea of artificial conflation, as predicated by Campbell’s Law, and as defined by how those with power might compel principals to artificially conflate teachers’ observational with their value-added scores to purposefully exaggerate perceptions of validity, via the engineering of conflated correlation coefficients between these two indicators over time.
This commentary analyzes practices in PLCs that can inhibit or enhance teachers’ learning about students and their data-driven decision-making.
This commentary reflects on a dialogue among members of the Critical Perspectives on Early Childhood Special Interest Group (AERA). It examines the influence of quality improvement in early childhood as it relates to the impact of globalizing and neoliberal forces driving education reform.
This commentary weaves together autobiography and education research to explore the challenges of getting into higher education.
This commentary examines the problem of educational inequality. It argues that we need to make changes beyond simply our schools if we want to have long-lasting and impactful educational reform.
This commentary examines the implications of President Trump's proposal to increase school choice on American public education. It argues that the more we erode public education, the more we reduce access to local, equitable, and accountable schools that educate all of our common community members.
This commentary considers the case of Jill Bloomberg, a principal who was questioned about her political affiliations. It argues that teachers have the right to speak their minds, but they also have to let students make up their minds.
Making time to listen is fundamental to the work of an academic leader when colleagues are being required to make significant changes to the way they teach.
The authors critically examine the constructs of morality and value in regards to education.
This commentary critiques current proposed legislative efforts in California that seek a resolution to the state's teacher shortage crisis.
Scholarly insights into the principal-student relationship are scarce compared to scholarship regarding the teacher-student relationship. This commentary considers questions that may arise from a deeper examination of the principal-student relationship and calls for increased attention to the topic.
This commentary highlights the urgency of establishing and nurturing communal social media spaces of resistance for Black women in urban education to support sustainability, retention, and overall career contentment.
This commentary reflects on a dialogue among members of the Critical Perspectives on Early Childhood Special Interest Group. A group of authors share contentions regarding the implementation of anti-bias education and implications for teacher education, teachers, children, and families.
In this commentary, the authors set out thoughts on school leaders’ crucial roles in fostering evidence-informed and -engaged learning environments. They argue that school leaders must address both transformational and pedagogical aspects. Addressing both, they provide a definitive summary checklist for the role of school leaders in developing their schools in this manner.
This commentary is a response to the renewed focus of funding and interest in gender equality in STEM in Australia. The author argues for new approaches and strategies, dialogic and inclusive of all diversities, toward creating a more inclusive STEM workplace into the future.