Education, Dialogue and Hermeneutics

Girls Behind Bars: Reclaiming Education in Transformative Spaces

Increasing Diversity in STEM Careers: The Role of HBCUs

Broadening participation of underrepresented minorities in the science, technology, engineering, and mathematics (STEM) pathway is an important issue for a variety of stakeholders. The current article presents practical strategies that can be implemented by historically black colleges and universities (HBCUs) to attenuate underrepresentation in STEM education and STEM careers.

Becoming a Strong Instructional Leader: Saying No to Business as Usual

The Beginner's Guide to Doing Qualitative Research: How to Get into the Field, Collect Data, and Write Up Your Project

Excursions and Recursions Through Power, Privilege, and Practice

Curriculum as Meditative Inquiry

The Enigmatic Academy: Class, Bureaucracy, and Religion in American Education

Reforming Again: Now Teachers

This article discusses the papers in the special issue of Teachers College Record addressing broad themes of reliability and validity that raise cautions regarding the usefulness of recent approaches to high-stakes evaluation of educators. Implications are drawn for the long-term health of the teacher labor market.

Caught in a Vise: The Challenges Facing Teacher Preparation in an Era of Accountability

This study examines accountability in teacher education in an era of testing. It compares how multiple professions evaluate program outcomes and identifies concerns with overemphasis on value-added models as the basis for assessing the impact of teacher preparation program graduates. Suggestions are offered for possible alternative paths.

Exploring the Intended and Unintended Consequences of High-Stakes Teacher Evaluation on Schools, Teachers, and Students

This article discusses the intended and unintended consequences of high-stakes teacher evaluation. The potential for high-stakes teacher evaluation to meet the intended outcome of a better teacher workforce and improved student achievement is assessed, and the costs of doing so.

Exogenous Variables and Value-Added Assessments: A Fatal Flaw

Teacher assessment using value-added models of teacher efficacy suffer from a fatal flaw, namely, that a myriad of exogenous (unaccounted for) variables affect student test score growth and result in unstable estimates of teacher competency from class to class and year to year.

State and Local Efforts To Investigate the Validity and Reliability of Scores From Teacher Evaluation Systems

This paper explores how state education officials and their district and local partners plan to implement and evaluate their teacher evaluation systems, focusing in particular on states’ efforts to investigate the reliability and validity of scores emerging from the observational component of these systems.

Putting Growth and Value-Added Models on the Map: A National Overview

In this study, the researchers surveyed all 50 states and the District of Columbia to provide an inclusive national growth and value-added model overview.

Teacher Effects, Value-Added Models, and Accountability

This paper reviews the literature on teacher effects and focuses on value-added measures and their use in evaluating teachers. Suggestions about the use of value-added measures and about the future of teacher effects research are provided.

What Do We Know About How Teachers Influence Student Performance on Standardized Tests: And Why Do We Know so Little About Other Student Outcomes?

In this article, the author describes the history of classroom research and notes that, despite potential for present day application, many of those who currently develop observational systems for evaluating teachers appear to be unaware of this literature. The author describes what we know about effective teaching, the limits of using this information, and the need for identifying new important outcomes of schooling that can be used in teacher evaluation.

Building Students' Historical Literacies: Learning to Read and Reason with Historical Texts and Evidence

How to Grow Up, According to Immanuel Kant and Dorothy Dinnerstein

This commentary on what it means for humans to mature presents a reading of mutually complementary ideas from the philosophers Immanuel Kant and Dorothy Dinnerstein. It is argued that both childhood and maturity, and the relationship between childhood and maturity, must be reconceived in order for us to arrive at a better understanding of what it means to grow up. This re-conception requires that we challenge three different, but interconnected, false binaries. These false binaries are (1) rationalism (which places abstract ideas above empirical evidence) vs. empiricism (which places empirical evidence above abstract ideas); (2) “masculinity” vs. “femininity;” and (3) adult experience vs. childhood experience.

Adolescent Development and School Achievement in Urban Communities: Resilience in the Neighborhood

Power, Teaching, and Teacher Education: Confronting Injustice With Critical Research and Action

The Sustainable University: Green Goals and New Challenges for Higher Education Leaders

Literacy Playshop: New Literacies, Popular Media, and Play in the Early Childhood Classroom

Asian American Education and Income Attainment in the Era of Post-Racial America

After decades of research that repudiates the thesis of Asian Americans as model minorities, the visibility of Asian Americans in higher education continues to reinforce essentialist paradigms about their presumed success. This article presents the most recent educational pipeline for Asian Americans while examining disparities in attainment across race, class, gender, citizenship, and earning power as a method to further policy discussions on education and civil rights.

The Campus Press and the First Amendment: The Fourth Circuit Rules that Virginia Cannot Ban Alcohol Ads in College Newspapers

In a recent decision, the Fourth Circuit Court of Appeals ruled that the Virginia Alcoholic Beverage Control Board cannot prohibit college newspapers from advertising alcohol.

Schooling and the Making of Citizens in the Long Nineteenth Century: Comparative Visions