This article investigates the accommodation policies and practices for English language learners on large-scale, standards-based mathematics assessments.
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Using data from the 2003–2004 Schools and Staffing Survey, this article compares teacher working conditions in charter schools and traditional public schools through propensity score matching and weighted hierarchical linear modeling.
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This article explores the ways American conservatives have sought to revise the history of American education to bolster their vision of what education should be. The historical vision of four postwar activists—Milton Friedman, Max Rafferty, Sam Blumenfeld, and Henry Morris—is examined in detail.
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This article describes how educators transferred high-stakes accountability pressures from the classroom to an intervention program for immigrant parents of lower achievers. Though the program did not influence student test scores in reading as intended, the program had unintended benefits that underline the importance of a relational approach to parent involvement programs.
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Using emerging digital technologies within a teacher education pedagogy emphasizing expanded definitions and modes of literacy can support teacher candidates in understanding, leading, collaboratively critiquing, and improving classroom interactions across diverse contexts. We describe and theorize a program-wide project to implement such a pedagogy in secondary English teacher preparation: Video Based Response and Revision (VBBR).
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Conducted in the fourth-largest urban center in the United States, this research depicts how different reform initiatives were introduced to one middle school context over the decade from 1999 to 2009. The article focuses on teachers’ experiences of three reform endeavors and how tensions in teacher knowledge and community developed as a consequence of each.
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This sequential, multi-informant, ecological study explores schools as a context for “othering” and for promoting cultural assets. A Native Hawaiian sample is used to highlight specific practices with “othering” and unique cultural strengths that give voice to the experiences of marginalized youth.
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The purpose of this article is to move beyond the existing research on science education by utilizing an ongoing study to interrogate hip-hop culture, its relation to the “Obama effect,” and the role of hip-hop culture in creating new possibilities for urban youth in science.
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This article analyzes the national discourse surrounding women’s higher education during the Depression of the 1930s. It focuses on eugenics and the need for education for good citizenship as rationales for women’s education.
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This article presents a critical analysis of Dewey’s two editions of How We Think.
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This article explores the origins of the Project Method by reconstructing William H. Kilpatrick’s celebrated paper of 1918.
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I was invited to give the annual lecture that honors Lawrence Cremin, the historian of American education at Teachers College, Columbia University. To pay tribute to the way in which Cremin used an academic discipline to bring rigor and depth to educational research, I described the way in which I used an academic discipline—linguistics and its varied tools of discourse analysis—to conduct research at the College.
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The increasing number of districts implementing mentoring and induction programs suggests that policymakers are aware of the need to increase the support available to new teachers. The argument underlying many of these programs is based, at least partly, on assumptions about beginning teachers’ emotional responses to their work. While considerable research has studied the effects of induction programs, this article aims to address how beginning teachers’ affective experiences seem to impact their career plans.
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Social perspective taking—the motivation and ability for individuals to discern the thoughts and feelings of others—is an important aptitude for numerous valued outcomes in schools. Yet, little is known about how people engage in this fundamental social process. This mixed-method study describes the strategies people use and the sources of evidence they rely on when trying to take the perspective of others.
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This study examines the debate between supporters of history education and supporters of social studies education that originated with the New York Times 1943 survey of college freshmen’s history knowledge. Educators, politicians, and journalists, many of whom were well-known and highly influential, joined the debate. In an exploration of the arguments and claims advanced by both sides of the debate, the study focuses on the continuing controversy over fact-based learning versus historical thinking skills and on the divisive effects of using a single test to draw conclusions about the state of education. The study concludes by calling for a negotiation by all sides in what are known today as “the history wars.”
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This article examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate race and class-based inequalities in public education. The findings suggest that the efforts of middle- and upper-middle-class parents to increase community support for urban schools may ultimately contribute to patterns of exclusivity in public education.
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This article provides an exploration into the interpenetration of progressive public and religious education at Teachers College and Union Theological Seminary between 1917 and 1940, looking specifically at the institutional growth of this alliance, the theoretical and theological underpinnings of these connections, and two of the collaborative efforts emerging from this coalition.
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This article examines the types of policy signals that local Rust Belt communities are trying to develop to both improve postsecondary attendance of young people and retain young people in their home communities as they choose career pathways. Three cases—“Steeltown,” “Milltown,” and “Railtown”—were chosen using a comparative case study design intended for the purpose of explanation building. Three specific signaling strategies were most often used to address individual and community policy needs in these Pennsylvania communities: achievement, alignment, and awareness.
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In the context of school and social inequities, this article proposes a framework of recognition to reconstruct how researchers, scholars, and practitioners understand the realities facing urban youth, especially Latina/o youth. Consisting of five tenets, a praxis of recognition is explained to guide the transformation of schools and society for social and political justice.
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Social perspective taking—the motivation for and ability of individuals to discern the thoughts and feelings of others—is linked to a host of desirable outcomes in schools. Yet, little is known about the process that motivates individuals to engage in this fundamental social process. This mixed-method study describes 13 factors that impact individuals’ motivation to try to take the perspective of others.
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This article offers a legal history of compulsory education in the late nineteenth and early twentieth century. It argues that the history of compulsory education is also the history of the rise of educational formalism and that the courts played an important, and as yet unrecognized, role in legitimating and reinforcing a narrow vision of schooling that privileged certainty over substance.
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This article reports the findings of an ethnographic study in which a cohort of Latino/a preservice teachers was followed from the teachers’ recruitment into college, through their undergraduate years and, for most, their eventual transition into the teaching profession. Using critical race theory (CRT) and Latino/a critical race theory (LatCrit) as analytic lenses, various sites within an institution of higher education where students experienced racialized marginalization are identified.
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This article examines the role that African American educators played in initiating, supporting, and sustaining the civil rights movement in the South.
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This article examines the challenges that undocumented immigrant college students encounter when transitioning to postsecondary institutions. The synthesis of research reveals two significant challenges—developing relationships and financing an education—and provides a recommended research agenda.
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This article examines immigrant parent agency in negotiating boundaries around home and school, presenting the possibility that families play an active and deliberate role in creating distance between the worlds of home and school.
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