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.
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In this article, the authors argue that school reform models employing neoliberalism, hyperaccountability, and hyperstandardization, replete with their demands on educators of conformity, sameness, and silence, have subdued educators’ concern for culturally relevant pedagogy and made high test scores the sole entity for which educators should aim.
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In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and makes recommendations on how the concept may inform and influence the outcomes of culturally diverse students.
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In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and makes recommendations on how the concept may inform and influence the outcomes of culturally diverse students.
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This study estimates the impact of the use of Teach for America by a school district on teacher vacancies reported by the district.
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In this discussion, the author argues that the goal of “culturally relevant” education for Black students within the formal mechanisms of Canadian schooling is challenging. The author calls for a fuller conceptualization of Blackness that complicates notions of culture in this world of transnational relationships and global migrations. She also calls for teachers to embrace the nexus of issues that students negotiate in their daily lives as part of this potentially transformative pedagogy.
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In this article, the authors examine performance-based pay by applying methods from experimental economics and conducting surveys with teachers at districts that have implemented performance pay.
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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.
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In this research note, we report the results of an analysis of four large-scale cross-national datasets to explore who teaches marginalized children across more than 20 education systems in Asia, Latin America and the Caribbean, and sub-Saharan Africa. Our results provide systematic and persuasive cross-national evidence of an inequitable distribution of teachers across schools and students.
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The editors of the Teachers College Record announce a call for proposals for future TCR Yearbooks.
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The articles in this special issue represent both our attempt as editors to survey the field and provide some clarity for practitioners and teacher educators on fundamental ideas that frame CRP, not to limit its implementation or future research directions, but to ensure that as a community of educators and scholars, we share a common understanding of exactly what it means to be culturally relevant. The articles in this special issue provide both that clarity of the field, and vision for the future.
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