Six Lenses for Anti-Oppressive Education: Partial Stories, Improbable Conversations

Readers Writing: Strategy Lessons for Responding to Narrative and Informational Text

Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education

Why We Teach Now

Breakthrough: Federal Special Education Legislation 1965-1981

Democracy's Education: Public Work, Citizenship, and the Future of Colleges and Universities

Education in a Digital World: Global Perspectives on Technology and Education

MasterClass in Music Education: Transforming Teaching and Learning

Becoming Young Thinkers: Deep Project Work in the Classroom

Einstein Fellows: Best Practices in STEM Education

Early Childhood Governance: Choices and Consequences

Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers Who Were Teaching Assistants First

Using data from North Carolina public schools we examine the characteristics, value-added effectiveness, and retention of individuals who were teaching assistants before becoming teachers-of-record.

Promising Practices To Empower Culturally And Linguistically Diverse Families Of Children With Disabilities

Blended: Using Disruptive Innovation to Improve Schools

Helping English Learners to Write: Meeting Common Core Standards, Grades 6-12

Prekindergarten and Kindergarten Center-based Child Care and Students’ Early Schooling Outcomes

This study examines if differences in achievement and socioemotional outcomes arise based on having attended center-based care in both prekindergarten and kindergarten years, versus in only one of those years or in neither of those years.

Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them

This article specifies two models of mathematics instruction—dialogic and direct—based on a series of conversations with nationally recognized experts who hold opposing points of view, and provides a discussion of the sources that underlie ongoing debates.

Curricular Choice and Adolescents’ Interest in Math: The Roles of Network Diversity and Math Identity

Using data derived from the High School Longitudinal Study of 2009, this article examines how the social capital of students who are able to exercise curricular choice is associated with the achievement outcomes associated with these choices.

How Do New Critical Pedagogies Develop? Public Education, Social Change, and Landless Workers in Brazil

This article examines the educational initiatives of a large agrarian social movement, the Brazilian Landless Workers’ Movement (MST), by exploring the diverse pedagogies and theories activists have drawn on to develop their alternative educational proposals for rural schools. The article analyzes this process of grassroots educational innovation, while also discussing the tensions that arise when social movements with particular visions of societal transformation demand to participate in the public school sphere.

Virtual Coaching for Instructional Leaders: A Multi-Method Investigation of Technology-Enabled External Assistance

This multi-method study explores the potential of virtual coaching as a means for providing sustained external assistance to principals and leadership teams engaged in collaborative instructional improvement.

The Association Between Standards-Based Grading and Standardized Test Scores in a High School Reform Model

This study utilizes a non-equivalent control group design and quantitative analyses to compare the association between classroom grades and standardized test scores.

Understanding Differences in Instructional Quality Between High and Lower Value-Added Schools in a Large Urban District

This study examines differences in instructional quality between two higher and two lower value-added high schools, as measured by the Classroom Assessment Scoring System—Secondary (CLASS-S). Based on data from classroom observations and teacher interviews, it explores (a) differences in levels of instructional quality, (b) differences in the proportions of students taking advanced courses, and (c) differences in the way teachers think and talk about their classroom challenges.

Embracing the Controversy: edTPA, Corporate Influence, and the Cooptation of Teacher Education

This commentary examines recent controversies surrounding edTPA, a high-stakes, standardized teacher performance assessment (TPA), focusing on the complex relationships among TPA policy, scholarship, and profit. We argue that TPA mandates have outpaced the research base, thus illustrating the influence of an intensely lucrative educational marketplace. We conclude this essay with a call for independent, peer-reviewed scholarship regarding the validity, reliability, and impact of high-stakes, privatized, teacher performance assessment.

From Education to Incarceration: Dismantling the School-to-Prison Pipeline

Teaching Arguments: Rhetorical Comprehension, Critique, and Response