This article introduces a category of teacher attrition that is rooted in the moral and ethical aspects of teaching: principled leavers. The study looks at how 13 former teachers weigh the competing responsibilities of what they consider good teaching in relation to their responsibilities to society, the profession, their institutions, students, and themselves.
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This study examines the impact of high-stakes exit testing on English learners (ELs) in Texas. Quantitative and qualitative data suggest that high-stakes exit assessments have led to higher EL dropout and lower graduation rates.
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The present article uses the risk and resilience framework to understand educational resilience and factors affecting educational attainment of unaccompanied Sudanese minors, who were resettled with American foster families. Given their limited prior educational experience and the new challenges that these youth faced in their new homeland, it would be logical to assume their educational failures in the U.S. schools. In contrast, most youth were able to finish high school. We explored the factors that helped Sudanese youth to excel in schools.
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This article historically documents the social science and educational literature about African American males from the 1930s to the present. While providing an overview of these historical periods, this study also focuses on how these discussions have helped to construct a stable and fixed narrative about African American males.
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Social and psychological underpinnings of education reform in the United States are explored in light of conceptual formulations related to narcissism and narcissistic parenting. Elements of an alternative education policy more focused on the developmental needs of students are proposed.
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This study examines the influence of teachers’ social network structure on their school’s innovative climate. Findings from an empirical study in 53 Dutch elementary schools suggest that the density of teacher networks is positively related to schools’ innovative climates. Moreover, this relationship could be partially explained by increased shared decision-making across the school.
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In this article, the author uses the qualitative method of portraiture to explore the tension between the promises and perils associated with digital media in the context of one college student’s daily experiences. The author considers the developmental and social implications of growing up in a digital era, as well as opportunities for educational intervention.
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This article describes the innovative methodology underpinning a collaboration between university researchers and teachers working together to analyze and develop theory and practice concerning classroom dialogue in the context of technology use. Implications for wider use and adaptation of our coinquiry process and the substantive outcomes are also discussed.
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This article provides narrative accounts of three secondary teacher candidates with different subject matter specializations moving along identity trajectories in various contexts and with varying difficulties. Understanding and untangling these complexities from a narrative perspective can help teacher educators (TEs) to deliberate about situations in which teacher candidates (TCs) face trouble for reasons that are hard to characterize. This perspective on teacher identity development can also help teacher educators make critical, consequential, and morally weighty judgments as they foster the developing identity trajectories of TCs.
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The goal of this article is to broaden the understanding of what it means for schools and teachers to be held accountable for student learning and to discuss how different accountability frameworks affect instructional practices in classrooms. We take a practice-oriented perspective on assessment, examining how assessments in schools that participated in a class size reduction program intersected with forces of accountability. Building on three years of data collection in 27 classrooms in nine schools, data were generated through multiple methods, including ethnographic observations, interviews, administration of the Classroom Assessment Scoring System (CLASS), document and artifact collection, and analyses of school-level standardized test scores. We identify and discuss three aspects of assessment practices that affect this intersection: alignment, audience, and action.
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The authors use a panel data set covering all 50 states from the years 1969–2002 to investigate the growth of community colleges. They find that community college expansion was driven in large part by changes in state populations, while growth was slowed by competition from other institutions.
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This article examines the nature of school connection in an urban high school and argues for the importance of disentangling interpersonal connection from institutional connection. Findings show that these two aspects of connection were important for achievement and identity outcomes and that they operated quite differently in the school context and were supported by the social and institutional context of the school.
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This article explores an unjustly neglected humanistic approach to teacher education by showing how Stanley Cavell’s practice of ordinary language philosophy can be reformulated as a pedagogical practice in the essay form.
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This article combines a narrative inquiry into the experience of living with Asperger’s syndrome with a research review on issues related to mental illness and educational inclusion to argue that attention to neuroatypicality ought to be considered in a cultural consideration of multicultural and inclusive education.
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In this article, the authors share findings from a longitudinal study of one teacher education program’s community-based learning innovation. The work examines the ways in which partnerships with community organizations can add to the resources available to candidates as they prepare to become teachers in diverse urban schools.
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This qualitative study, based on youth participatory action research, discusses counternarratives articulated by students in response to the closure of their low-performing urban high school.
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This article assesses the relationship between teachers’ participation in content-focused professional development and state and school policies.
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This article examines how principal effectiveness and other determinants of teachers’ work environments explain teacher satisfaction and turnover. Using national data, it finds that effective principals have an even greater impact on teacher outcomes in schools with large numbers of disadvantaged students than in other schools, suggesting that policies focused on getting the best principals into the most challenging school environments may be effective strategies for lowering perpetually high teacher turnover rates in those schools.
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This essay proposes that a fresh look at hybridity can render a rich concept for constructing resistance to conformity and uniformity, and for renewing a commitment to a multicultural, multilingual, egalitarian, ecologically-sound, and democratic world.
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The goal of this paper is to open up a dialogic space where educators can learn from and with transnational immigrant youth who are already participating in civic learning opportunities as local and global citizens in and beyond the sphere of schools.
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The author's inquiry is driven by the following questions: How is our sense of self influenced by the place where we live? And what happens when our lives take place in two different homes, two cultures? She explores the guiding questions through the unique perspectives of three individuals whose lives straddle Mexico City and New York City. She shares these perspectives as much for the ideas they embody as for the ponderings they provoke. Thus, her reflections, often in the form of questions, are interwoven into the three accounts.
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The aim of the essay centers on a question: What can we see beyond seeing? This essay considers the typical ways in which we see the world in the a-typical settings of travel. I consider how this type of seeing, when the very purpose of the excursion is to see, often positions the seer to do so as a spectator, consumer or flattener of others.
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While eschewing definitive findings, conclusions, or recommendations—rather hoping to cultivate new questions, experiences, and stories of our times, and summon us to renewed responsibility, the author undertakes an experiment in reconceiving the ‘3 R’s at the rendezvous of education, citizenship, and globalization: on, and as, natality in our roots, routes and relations.
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With globalization—a term that signifies the ever-increasing interconnectedness of markets, communications and human migration—social and economic divides in countries around the world are hindering the access of many people to the major institutions of society, including and especially education. My goal in this essay is to reflect on the dilemma that John Dewey identified in Democracy and Education regarding the "full social ends of education" and the agency of the nation-sate.
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Although the profile of what it is to be an educated citizen needs to be cast across international divides the learning impulse originates with an individual and is further seen and felt throughout the community. If there is a failure to appreciate how all types of learners in all kinds of settings make sense of their education we are all impoverished. Consequently, if communities are unable to understand what it is that those individuals within it “make” as they contribute the collective good then the community itself has ceased to be a learning culture.
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