This paper examines the influence of students’ self-efficacy and expectation, as well as the expectation and encouragement they received from parents and high school teachers on their decisions to major in, complete a degree, and pursue a career in STEMM.
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This article develops the significance of James Baldwin’s thinking for teacher education. In particular, the article develops Baldwin’s thinking on three interrelated themes: white innocence, fear, and love. The article concludes by arguing that Baldwin’s thinking—particularly his thinking on love—should be given more sustained attention by educators, especially teacher educators.
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This article describes practices that distinguish elementary schools whose ethnically and linguistically diverse students consistently exceed expectations on English language arts assessments. Results of the multicase study show that higher achievement correlates with policies and practices that are coherently supported and sustained across classroom, school, and district levels.
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The purpose of this research is to seek insights into teachers’ experiences as they implement garden-based learning. Our results add to existing frameworks describing the relationship between the teacher and the curriculum specifically in the garden-based learning context.
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This article reports on a mixed method study that examined the interplay of political, fiscal and demographic dynamics that contributed to the split of a large, U.S., suburban school district.
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This commentary rebuts several questionable claims asserted by the Dover et al. (2015) commentary regarding the development and implementation of edTPA. Based on our deep and long-term involvement with the initiative, we counter their assertions drawing on a range of scholarly and experiential evidence that suggests their analysis is partial at best.
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Bankruptcy judges are increasingly willing to rely on compassion and common sense when they decide cases involving honest but unfortunate student-loan debtors who took on mountains of student-loan debt hoping to improve their lives but did not find jobs that paid well enough for them to reasonably make their loan payments.
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With more and more states adopting edTPA as an assessment of a teacher candidate’s readiness for the classroom, it is important to ask: will edTPA result in increasing a teacher’s classroom reasoning and decision making ability? Or could edTPA, like some reforms from No Child Left Behind, lead to a deskilling of America’s teachers? The purpose of this article is to explore these questions in the context of implementation scenarios and cases that can only be described as the worst of times and the best of times with regard to teacher preparation. This article portrays several different ways in which the tensions between state mandates and local contexts create conditions for a narrowing of visions for teacher preparation. On the other hand, edTPA poses some alluring possibilities for teacher preparation programs and teacher candidates to engage in self-study and improvement. The authors describe ways in which programs can maximize the potential for edTPA to complement and improve assessment and teacher preparation, as opposed to de-skilling teachers.
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