This study used three large datasets to investigate links between immigration and educational quality and opportunity in México. Results suggest opportunities afforded to individuals in schools can be consequential for immigration decisions and patterns.
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This article presents a case for the importance of engaging youth as active researchers and narrators in their educational experiences through the Council of Youth Research, a youth participatory action research (YPAR) program. When given the tools and support to unpack their experiences with critical research methodologies, youth move from the peripheral to the center by becoming lead agents and advocates for their school community.
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The present study examines empirical models of variables posited to predict students’ motivation management in online groupwork.
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We compared levels of off-task behavior exhibited by students using educational software in the Philippines and the United States. We found that students in the Philippines exhibited significantly less off-task behavior and more gaming the system than students in the United States.
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This commentary is a critique of Richwine's assertion that Hispanic immigrants to the U.S. may be genetically inferior in intelligence. I primarily draw from the literature on race and intelligence, psychometrics, and race relations in my critique.
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Character education has been around for decades, but some school districts and building administrators are finding it challenging to define what good character education looks like and how it should be applied to students. What follows is an account of a real-life situation in which the standards of a veteran teacher and the ideals of a newly-hired building administrator clashed and ultimately led to a confrontation over when accountability measures should be applied in a school that had been identified as underperforming by the state department responsible for public education. While three perspectives are presented, there was no obvious right or wrong answer to be discovered. This conversation among stakeholders in public education may establish the basis for congealing our views on character education and our roles in facilitating the same.
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TFA has become entrenched as a powerful force in education, shaping classrooms through its teachers and influencing, to some degree, how our society thinks about teachers as levers to address educational injustice. This commentary focuses on one of the means by which TFA influences society’s conceptualization of teaching- the message that TFA broadcasts via its official statements on its organization’s web site. While TFA’s website is comprehensive, and the totality of text is lengthy, this paper limits its discussion to the mission, vision, and core values statements as content for review. The purpose is to uncover the implicit, and sometimes explicit, model that TFA puts forth as descriptive of how teachers work to address the inequity and inequality in education. To fulfill this purpose, the discussion is developed in the following order: the limitations and affordances of reviewing organizations’ official statements are considered; the TFA framework is summarized in order to uncover its model of teaching as a lever to address inequity and inequality; TFA’s framework and model are critiqued using selected perspectives from the literature; and, a few conclusions and implications are put forth.
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High-stakes tests and testing policies are now being reinforced with value-added teacher assessment. But gains in tests scores from one year to the next are not the only value that teachers add. Forty years of data from the National Opinion Research Center suggests that teachers' own values may help stabilize our increasingly unsteady democracy.
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