There has never been more federal and state support for school climate reform efforts in America. Paradoxically, most practitioners are not sure what school climate improvement means on day-to-day basis. This commentary details three factors that contribute to school climate reform being more of an idealized goal than an actual school improvement practice today: (i) confusion about what constitutes an effective school climate improvement process in general; (ii) confusion about how school climate reform is similar and/or different from PBIS; and, (iii) educational policies and accountability systems that actually discourage principals and superintendents from actively supporting school climate improvement efforts.
via TCRecord
This article examines the Westinghouse Science Talent Search over its first sixteen years. Although the contest’s organizers emphasized its meritocratic quality, the selection process that it employed systematically discriminated against certain students. Ultimately, the Science Talent Search reflected social and cultural forces that shaped the science professions, and may have represented a lost opportunity to make scientific training more meritocratic.
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From the perspective of stakeholders in military-connected school districts, this qualitative study examines the educational needs, challenges, and strengths of military-connected students. Existing school- and community-based supports as well as recommendations for future research on military-connected schools and students are identified.
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This article presents findings from a research study to determine predictors of elementary-school teachers’ use of research-based instructional strategies with English Language Learners.
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This study of 35 social studies teachers in Singapore focuses on constraints to the teaching of controversial topics and the manner in which teachers navigate their personal beliefs amidst the evolving contours of public and official discourses. The findings illustrate how the state's power to define conventional values and demarcate the discursive spaces of teachers can both limit a teacher's capacity to discuss controversial topics in class and, paradoxically, provide more freedom for them to address controversy in the classroom.
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This commentary examines the neural bases of reading development, combining different scientific disciplines and making the case for educational neuroscience as a promising new field. It demonstrates how atypical reading impairment (Dyslexia) is a ‘model’ learning disability for bridging the gap between neuroscience and education. Next, it describes how experimental approaches in developmental cognitive neuroscience are applicable to educational neuroscience. Lastly, ideas for future research in educational neuroscience that have implications for the classroom are delineated.
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Commonly applied criteria for generalizing that focus on experimental design or representativeness of samples of the population of units neglect considering the diversity in the targeted populations of interest and uses of knowledge generated from the generalization. This paper (a) articulates the structure and discusses limitations of different forms of generalizations across the spectrum of quantitative and qualitative research; and it (b) argues for an overarching framework that includes population heterogeneity and uses of knowledge claims as part of the rationale for generalizations from educational research.
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How do we account for the persistent difficulty the u.s. community of science has in educating larger numbers of talented and diverse undergraduates? We argue that the problem lies in the community’s single-minded focus on scientific subject matter and individual motivation, to the profound neglect of social relations—particularly trust. Ee report a linked, two-part, longitudinal study: (i) structural models documenting a dialectic wherein trust bolsters motivation and achievement in science, particularly among traditionally underserved undergraduates enrolled in a supplemental, federally-funded program aimed at diversifying representation in science; and (ii) an evaluation documenting the federal program’s “added value” in promoting trust between diverse undergraduates and their university mentors. In sum, trust is measureable, producible in undergraduate science education, and matters, most particularly for students who are members of groups historically underrepresented in the sciences.
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This article examines the challenges and promises of complexity theory as a theoretical framework for teacher education research.
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This article draws interview data from three community colleges in Virginia to articulate the largely unspoken expectations, behaviors, and attitudes to which community college students must adhere if they are to be successful.
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This article explores how educational researchers can use meta-analysis to “power-up” the findings of their existing, small-scale qualitative research studies. By triangulating data from three independently conducted studies of academically at-risk college students, this research contests “time-to-degree” as a valid criterion for measuring academic success in college.
via TCRecord
Nearly 60 communities nationwide have been awarded Promise Neighborhoods grants from the U.S. Department of Education. This article uses a case example approach to illustrate how variations in trust between and among parents, school staff, and community institutions in one Promise Neighborhood may hinder or facilitate the success of the initiative.
via TCRecord