This study examines the educational progress of Asian and Pacific Islander students using academic transcripts with disaggregated race/ethnicity data from a large California community college district. Focusing on Southeast Asian and Pacific Islander students, the authors analyze momentum towards key college persistence and completion milestones and track progression through developmental math education, one of the key barriers community college students face in completing community college.
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This empirical study is a frame analysis of the public discourse from four key policy involved in the debate over the Common Core State Standards.
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This commentary offers areas where researchers can help re-frame discussions on readiness at the intersection of athletics and academics.
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This commentary is part of "Mixed Methods for Studies That Address Broad and Enduring Issues in Education Research," edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.
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This commentary is part of "Mixed Methods for Studies That Address Broad and Enduring Issues in Education Research," edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.
via TCRecord
This commentary is part of "Mixed Methods for Studies That Address Broad and Enduring Issues in Education Research," edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.
via TCRecord
This article reports on an ethnographic study that explored the development of asset-oriented teacher educators through their three-year participation in situated adaptations of two critical pedagogical approaches: Freirean culture circles and Boalian theatre. The article argues that these approaches offer special promise for facilitating teacher educators’ learning about the contingent and critical work of asset-oriented teacher education, and, in doing so, provide fertile ground for transforming the field.
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In this article, I develop the concept of principled improvisation: improvisation that is purposefully oriented toward justice and that accentuates each moment of teaching as political, ethical, and consequential. I describe the design of a learning environment for preservice teachers that was organized around principled improvisation and demonstrate its unique affordances for particular forms of novice teacher learning.
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This conceptual article examines how race-based caucuses in one university-based teacher education program attempt to shift candidates’ understandings of their racialized selves as related to their teacher identities, invoking the significance of emotions, emotion labor, and criticality.
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In this article, the authors theorize a humanizing pedagogy for teacher education and propose core tenets that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. A humanizing pedagogy in teacher education is a way forward for developing asset-, equity-, and social justice-oriented teachers.
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In this analytic essay, Horn and Kane critique what they call the Professional Language Project—efforts to professionalize teaching through the infusion of technical terms alone. Using sociolinguistics and practice theory, they draw on studies of teachers’ workplace talk to question the premises of this work.
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In this article, a university-based teacher educator of color and an early childhood teacher/teacher educator of color unveil the complex sociospatial dialectic of teacher education across settings. They share findings from a three-year collaborative study in which they worked to disrupt the traditional physical, pedagogical, and relational locations and boundaries of teacher education critically and collaboratively, intentionally working to interrupt how teacher education is implicated in the re-production and maintenance of racial injustices.
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This article draws on a racial capitalism lens to frame teacher education as a new “frontier” for privatization, to problematize teacher educators’ participation alongside entrepreneurs in disruptive innovation, and to consider the implications of such partnerships for public education and for the professions of teaching and teacher education.
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Mariana Souto-Manning's introduction to the June 2019 issue of TCR.
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This article addresses how colonial violence is represented to young children in U.S. textbooks through a content analysis of California fourth-grade history textbook chapters on the Spanish colonial mission system.
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