Introduction to the special issue.
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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.
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This study compares teachers’ social and human capital variables to see which of the two predict growth in classroom implementation of a high school science intervention based in cognitively rich and technology curricula.
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Drawing upon national data and two quasi-experimental methods, this study investigates the effect of earning an associate degree prior to transfer on community college transfer students’ success at 4-year institutions.
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This article explores the effects of computer-based learning activities in math classrooms on STEM major selection in 4-year postsecondary institutions. The author uses a nationally representative sample of U.S. young adults who enrolled in 4-year postsecondary institutions by 2006.
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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.
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This article describes the development of the first formally accepted national standard for social justice teacher education in U.S. history. The article culminates in a discussion of how policymaking influences professional realizations about social justice as a matter of fundamental education policy reform and local practice.
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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.
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This study investigates the existence and extent of significantly different subgroups of teacher and leader responses to the Comprehensive Assessment of Leadership for Learning (CALL) survey. This survey is a formative assessment of school leadership developed by researchers at the University of Wisconsin-Madison employing the principles of distributed leadership and current research on leadership activities that promote student learning.
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