At a time when there is increased hybridity in local and global citizenship, language and literacy practices, and performances of cultural identity and affiliation, narrowing of our ways of knowing can detrimentally impact how educators and scholars engage in intellectual inquiry and educational practice. This essay uses the mode of questioning to create a dialogue about the discursive, rhetorical, and even physical postures that educators and scholars might embrace when re-imagining everyday practices of teaching, learning, and research to be open to unexpected trajectories.
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This essay is an introduction to a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University, the purpose of which has been to examine in fresh terms the nexus of globalization, education, and citizenship.
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In this article, the author draws on the disciplines of environmental sociology, critical race theory, and social epidemiology to examine the relationship between school desegregation, environmental inequality, structural racialization, and health and educational outcomes.
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This article examines conditions that support or challenge Latina teachers’ efforts to perform cultural/professional roles as role models, culturally/linguistically responsive teachers, and agents of change for students of color. Findings reveal the following: (a) the teachers’ ability to perform these roles is shaped by the capital and power relations present in the schools where the teachers work, exposing a form of “subtractive schooling” (Valenzuela, 1999) for Latina teachers, and (b) the intersection of the teachers’ personal backgrounds and school contexts resulted in these new teachers of color being change(d) agents—both agents of change and subjected to change by the system in which the teachers work.
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In cities across the country, market principles are having a major impact on education policy and practices. This article uses an examination of marketization in Philadelphia over a six-year period to explore its implications for public engagement in education, or the ability of individuals and groups to work with and influence the school district and hold officials accountable.
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Whereas collective learning has mostly been approached from a deficit-based orientation (finding/solving problems and overcoming failures), this qualitative, topic-oriented study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices.
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High-quality empirical research can guide policy. However, due to the disconnect between the research base and policymaking, that potential is often squandered. The mere existence of careful, rigorous research makes little impact if policymakers remain oblivious or if lesser-quality work is more effectively communicated and advocated. This article offers an important case study of this phenomenon, focused on popular understandings of the effects of school finance reforms that are prompted by litigation.
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The authors used cross-classified hierarchical generalized linear modeling to examine predictors of enrolling in college due to being admitted through an early decision or early action program in a national dataset of 88,086 students. Although research has investigated the types of institutions that tend to offer early action and early decision programs, the types of students who apply to these programs, and the types of high schools that they come from, no prior study has examined these three contexts simultaneously.
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By comparing and contrasting the civic functions adopted by and ascribed to Bowdoin College and Stanford University during their founding decades, this study contends that the social ethos guiding colleges and universities’ institutional priorities, as well as students’ reasons for engaging in higher learning, changed between 1794 (the year of Bowdoin’s founding) and 1885 (the year Stanford was established), resulting in a modification of what we might today call higher education’s institutional mission.
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This study uses high-quality data from Project STAR to examine whether teacher effects predict student achievement in early grades. Teacher effects are defined as teacher-specific residuals adjusted for student background and class size effects. Findings indicate that teacher effects in early grades are useful predictors of mathematics and reading achievement through the third grade.
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This article explicates differences in the curricular, instructional, and role expectations experienced by beginning special and general education elementary teachers. It also documents variations in how novices from both groups addressed expectations they encountered.
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This article examines the strategies that new elementary school teachers develop to stay true to and implement their visions of teaching for social justice in the neoliberal context of urban schools.
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This study qualitatively examined how issues of social capital were perceived to influence the education of homeless students in an urban context.
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Focusing on students aged 19 and 20 who lived with their parents and commuted from home, this study examines the shifting patterns of college access from 1960 and 1980, when commuters became the largest category of beginning college students. Using various sources of information, including data from IPUMS and NCES, this study finds that for most American youth, going to college appears to have remained a solidly middle- and upper-class phenomenon, even in commuter institutions.
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A rich ethnographic analysis of a classroom event that shows the emotional complexities encountered by Palestinian and Jewish teachers and students in Israel when dealing with conflicting historical narratives.
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This article describes the results of an observational study conducted with 4 high school teachers identified by their students as providing supportive motivational and instructional contexts in their classes.
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Drawing on data from a qualitative, longitudinal study, this article explores how former adult literacy participants in rural El Salvador conceptualized the cultural model of educación, a model encompassing academic knowledge and social competence. The article identifies how adults understood the meanings of and pathways to educación, its relationship with schooling and print literacy, and implications for research and practice.
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The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students.
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The study examined the relationship between the “form” (i.e., conventions, organization, and style/voice) and “content” (i.e., specific knowledge and understanding of science) of expository science writing among third grade English language learners in the beginning and at the end of each year during the three-year implementation of an instructional intervention.
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This article examines the collective use of social, intellectual and material resources by teachers in a school as a framework for understanding how teaching toward ambitious learning goals is consistently maintained across classrooms, time, and varieties of students.
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This case study describes how the development and implementation of organizational routines can enable planned change in a school, examines ways in which an organizational routine, once implemented, can serve as a source of constancy in a school’s work practice, and explores the ways in which an organizational routine enabled continuous change while simultaneously serving as a source of constancy in work practice.
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This paper presents a summary of generalizable evidence on classroom instruction from nineteen large scale surveys conducted during the past 20 years. The summary identified significant gaps in the evidence, found considerable evidence of low-SES students receiving diminished learning opportunities than more affluent peers, and found repeated evidence of a positive association between six instructional activities and student achievement.
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We tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2) that participants use analyses of their students’ work as the basis of critique and change in practice, and 3) that special tools be employed that help participants hypothesize about relationships between instruction and student performance.
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In the present review of recent empirical research, the authors point to ways by which meditation may complement the traditional goals of the academy by helping to develop traditionally valued academic skills as well as help to build important emotional and interpersonal capacities that foster psychological well-being and the development of the “whole person.”
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This historical study traces the influence of John Dewey on the discourse of civic and social education during the formative years of the progressive education movement.
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