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 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 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 provides an overview of the laws related to education for undocumented children in the U.S.
via TCRecord
This article compares the distribution of teacher characteristics in South Korea and the United States, using data from the 2013 Teaching and Learning International Survey. Examining teacher distribution patterns across both schools and classrooms, the authors find greater cross-school inequities in the United States; cross-classroom differences are inequitable in both countries, but in different ways.
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Using data on the 50 American states from 1980 to 2013, this study examines the prioritization of state student aid relative to institutional support during periods of substantial declines in higher education spending. Student aid is found to be most often prioritized in such downturns and this is generally consistent within states over time, while states with higher aid funding per student and lower unemployment rates at the onset of a downturn are more likely to prioritize aid during the downturn.
via TCRecord
The OECD is adding a global competency measure to its Program of International Student Assessment (PISA) suite of assessments for 15 year olds in 2018. Given the OECD’s hegemonic role in influencing multinational education policy, the inclusion is globally significant and requires scrutiny to ensure multicontextual and cultural viewpoints of “global competency” prevail over the possibility of more narrow privileged perspectives.
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This study examines how in making meaning of the status and experience of Black students and their families in one choice context, teachers compromise the prospect of greater educational opportunity via school choice.
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This article centers on a year-long study that followed 10 literacy teachers from their education preparation program into their classrooms, offering insights into the ways their beliefs toward linguistic diversity and equitable assessment were implemented in K–12 classrooms. By approaching this work through a lens of critical practice and linguistic and epistemic equity, this article demonstrates the need to explore the complex links between K–12 education settings and policies, and teacher preparation design and enactment.
via TCRecord