The synthesis of the current literature presented in this paper provides an important starting point for identifying the knowledge that regular classroom teachers will need to develop in order to address the learning needs of their ELL students. The paper identifies Disciplinary Linguistic Knowledge (DLK) as a specialized knowledge base needed by teachers and teacher educators and proposes that DLK be required in order to model for ELLs how language is used to communicate meaning and to engage them in disciplinary discourse.
via TCRecord
In this article, documented accounts of evidence-based program renewal in two teacher education programs are interpreted through the lens of Cultural Historical Activity Theory (CHAT).
via TCRecord
This research uses survey and interview data to examine viewers’ reactions to the film Waiting for “Superman.” Audience members include teachers, pre-service teachers, and other educational stakeholders.
via TCRecord
This article examines the social production of racial identity for four White men and explores how their racial identities were dependent on relations with real and imagined racial others.
via TCRecord
We use the Education Longitudinal Study of 2002, a nationally representative sample of high school sophomores, to examine patterns of social engagement in friendships and extracurricular activities among racial/ethnic minorities and immigrant adolescents. Results show that racial/ethnic minority adolescents, as well as first- and second-generation adolescents, are less engaged in friendships than their third-generation White counterparts, and there is no clear pattern of advantage or disadvantage in extracurricular activity participation.
via TCRecord
This article explores how biographical data on grit, a disposition toward perseverance and passion for long-term goals, explains variance in novice teachers’ effectiveness and retention.
via TCRecord
This paper examines the character and quality of instruction in afterschool tutoring programs mandated under No Child Left Behind. It draws upon a mixed-method, longitudinal study to examine the nature of the instructional setting to suggest reasons for a lack of significant effects on academic achievement.
via TCRecord
This article examines the relationship between district-focused education organizing efforts and parent-school relations in schools. Using a mixed-methods approach, the study found that schools with high organizing had more structural social capital than schools with little or no organizing, but limited teacher-parent trust in those schools highlighted tensions between dominant institutional scripts about the role of parents and organizing efforts to build more collaborative relationships in pursuit of educational equity.
via TCRecord
Drawing upon the concept of interpretive flexibility, this study illuminates some of the sensemaking processes around teachers’ uses of data and computer data systems. Accordingly, it provides recommendations regarding how researchers, school, and district leaders might be more attentive to the “people problems” around data system implementation.
via TCRecord
This commentary argues that the failures of the Affordable Care Act and website are symbolic of the failures of American education policy over the past 30 years. These policies have targeted “achievement,” as defined by the few, rather than “liberty” as sought by the many. It is argued that to live free, healthy, and educated, we must acknowledge that in a country this diverse, we will not all define free, healthy, and educated living the same. Instead of hyper-control and standardization, what makes America and its schools great is the ongoing development of the capacity to think independently and freely.
via TCRecord
The present study explored the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences.
via TCRecord
The authors employed multilevel and instrumental variables models to examine class size effects on fourth graders’ reading achievement in Greece. The results indicated a positive association between class size and reading achievement, but the association is overall insignificant, especially when classroom and school variables were taken into account.
via TCRecord
This article examines the effects of elementary school home language, immigrant generation, school language context, and early language classification on Latinos’ probability of completing high school. The authors find that speaking Spanish at home in the early years, being born in the US, and having been reclassified as English Fluent before sixth grade serve as protective factors.
via TCRecord
This study used Virtual Reality (VR) technology to simulate conceptual and perceptual analogies and examined their impact on the analogical thinking of kindergarten children enrolled in public education. It compared the effectiveness of immersive 3D VR to better enhance their ability to solve both kinds of analogies with the effectiveness of picture cards and found VR to be more effective.
via TCRecord
Educational researchers and policymakers have often lamented the failure of teachers to implement what they consider to be technically sound assessment procedures. Through a case study of New York City’s Central Park East Secondary School (CPESS), in the years when it served as a model for progressive American school reform, Duckor and Perlstein demonstrate the usefulness of an alternative to reliance of the technical characteristics of standardized tests for constructing and judging assessments: teachers’ self-conscious and reasoned articulation of their approaches to learning and assessment. They conclude that when teachers are given opportunities for genuine, shared reflection on teaching and learning and classroom practices are tied to this understanding, fidelity to what they call the logic of assessment offers a more promising framework for the improvement of schooling than current forms of high-stakes, standardized accountability. Thus, instead of expecting teachers to rely on data from standardized assessments or replicate features of standardized testing in their own assessment practices, researchers, policymakers and teacher educators should promote fidelity to the broader logic of assessment.
via TCRecord
In this commentary, the authors highlight their recently published book: Weiss, J., & Brown, R. (2013). Telling Tales Over Time: Calendars, Clocks and School Effectiveness. Boston, MA: Sense Publishers.
via TCRecord