Teachers College Record: The Voice of Scholarship in Education最新文献

{"title":"Columbia Teachers College and Educational Psychology in Brazil: Circulation and Appropriation","authors":"A. Rocha, M. J. Warde","doi":"10.1177/01614681221137132","DOIUrl":"https://doi.org/10.1177/01614681221137132","url":null,"abstract":"Background/Context: In Brazil, the 1920s and 1930s were characterized by initiatives intended to reform public school systems at the state level. As in the case of both educators whose work we analyze in this article, Brazilian educators traveled abroad searching for experiences that could help them think about the modernization of education in their own country. Some, like Isaías Alves and Noemy Rudolfer, advocated for using psychological tests in schools as part of the change. They translated and adjusted the foreign tests, which were given to primary school students during the 1930s. Focus of Study: Our work deals with the experiences of two Brazilians who visited Teachers College (TC), Columbia University, in New York, in 1930: Isaías Alves and Noemy da Silveira Rudolfer. Both coordinated services of applied psychology when they returned to Brazil: Alves in Rio de Janeiro and Rudolfer in São Paulo. Research Design: Our work develops a historical analysis of the use of psychological tests in Brazil through the experiences of these two educators. Conclusions/Recommendations: Using Alves and Rudolfer as a reference this article intends to demonstrate the relationship that Brazilian educators developed with the American education theories. Along this process, TC was a significant space of mediation between the Brazilian educators and the American professors and authors. Although TC played a substantial role in Rudolfer’s and Alves’s work, both took different approaches to local conditions. In doing so, they produced another knowledge, showing some of the possibilities open to Brazilian educators when they looked at American authors discussed by TC professors.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"11 1","pages":"87 - 110"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84813137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professionals in Brazil, Students in the United States: Brazilian Women at Teachers College","authors":"M. J. Warde, A. Rocha","doi":"10.1177/01614681221137138","DOIUrl":"https://doi.org/10.1177/01614681221137138","url":null,"abstract":"Background/Context: The article is part of a line of historical studies on training and improvement travels of Brazilian educators to foreign institutions. These studies have recently increased with the introduction of transnational history approaches. Purpose: This article discusses the training travels of seven Brazilian women, carried out centrally in the 1920s, and the impacts of these trips on their professional careers. Among these women were five teachers and two nurses. Research Design: Through historiographical research, personal and institutional documents are the primary sources to reconstruct their professional and intellectual trajectories. Documents from the institutions involved, particularly from Teachers College, Columbia University, were used, and documents belonging to personal collections, such as diaries, letters, and notebooks. Conclusions: The article gathers the intellectual impressions of the seven Brazilian women provoked by their teachers, colleagues, and experiences in the United States, especially the appropriations they made of their experiences abroad and at Teachers College in particular.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"5 11 1","pages":"111 - 133"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76273032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Influence of Educators, Followers of John Dewey’s Educational Thought, in the Chilean School System: Irma Salas, Amanda Labarca, and Darío Salas","authors":"Jaime Caiceo Escudero","doi":"10.1177/01614681221137148","DOIUrl":"https://doi.org/10.1177/01614681221137148","url":null,"abstract":"Background/Context: This article discusses the influence and legacy of three Chilean educators in the country’s schooling system during the first half of the 20th century. Focus of Study: Based on the changes that Darío Salas, Irma Salas, and Amanda Labarca promoted in the Latin American country, it explores how the ideas of their teacher John Dewey spread through Chile and endure to this day as part of the national curriculum. The article also debates the impact of cultural exchange between the United States and Chile since the influence in their country extended to social issues, such as the fight for gender equality, the creation of associations, and the improvement of civic engagement participation. Research Design: The study corresponded to historical research and was carried out in Chile based on the bibliographic background of the educators themselves and what the author himself has deepened about them for several years, that is, primary and secondary sources were investigated. Conclusion: The shifts towards secular education, the new experiential methodology, and the universal access to education were the main reforms achieved by the Chilean educators once they held leading positions in the education sector.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"115 1","pages":"134 - 154"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77919019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anísio Teixeira’s Experiences at Teachers College and the Quest to Foster Democracy Through Education in Brazil","authors":"M. Winter","doi":"10.1177/01614681221137131","DOIUrl":"https://doi.org/10.1177/01614681221137131","url":null,"abstract":"Background/Context: Considered one of the most influential educators in Brazil’s history, Anísio Teixeira is one of the renowned Latin American students who came to Teachers College (TC). Teixeira was a prominent reformer and educator known for advocating free, public, and secular education accessible to all children. His work as an educator and policy maker is closely related to the idea that schools are “machines that generate democracy.” Purpose/Objective: The article discusses how Teixeira’s education at Teachers College and his experiences within the U.S. schooling system shaped his conceptions of education and influenced how he aimed to reform the Brazilian public school. Research Design: The study is a historical analysis based on archival research and the works published by Teixeira on education and democracy. Conclusions: Brazil and the United States’ historical moment influenced how Anísio Teixeira lived his personal and academic experiences at Teachers College. While discussions on society and education in his home country revolved around establishing a new model, Teachers College welcomed international students who could promote values based on the example offered by the United States. The combination of those perspectives impacted how Teixeira perceived the centrality of democratic values on schooling practices and considered them central for the reforms he would implement upon returning to Brazil.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"39 1","pages":"63 - 86"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75500865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Did Teachers College Influence the Mexican Rural School Project? Unraveling External and Internal Relations Among Key Actors (1915–1930)","authors":"Elsie Rockwell","doi":"10.1177/01614681221137108","DOIUrl":"https://doi.org/10.1177/01614681221137108","url":null,"abstract":"Background and Context: I approach the debate on Mexican postrevolutionary rural schooling by describing both the intellectual environment encountered by Mexican educators who studied at the college, and the configuration of their involvement in federal education in the 1920s. I discuss findings in relation to current historiographical trends that view the transnational circulation and refraction of educational models as a complex, contextualized process. Purpose: I trace possible influences of John Dewey and other Teachers College (TC) scholars of the early 20th century on the Mexican Rural School project. Research Design: I examine various accounts written by leading educators and present documentary evidence from the Secretaría de Educación Pública (Ministry of Public Education) archives related to rural schooling in the 1920s. I also draw on archival evidence and oral testimonies to describe the schools Dewey visited in Tlaxcala that sparked his admiration. Conclusion: Despite long-term attribution of Mexico’s postrevolutionary rural schooling program to the adoption of Dewey’s ideas, primarily through Moisés Sáenz, I find evidence in support of the version voiced by contemporaries that the Mexican Rural School had endogenous origins and some significant differences with the diverse projects and practices of progressive schooling promoted by TC scholars in those years.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"51 1","pages":"16 - 39"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87602693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rural Education and the State in Mexico: The Legacy of Elena Torres Cuellar","authors":"Marco Calderón","doi":"10.1177/01614681221139526","DOIUrl":"https://doi.org/10.1177/01614681221139526","url":null,"abstract":"Background/Context: This article is part of a broader investigation of the sociocultural history of rural education in Mexico that focuses on federally financed “social experiments,” the main purpose of which was to find “effective” methods to educate and “civilize” the rural population, especially Indigenous people. Purpose/Objective: Although the contributions of Elena Torres Cuellar, a graduate of Columbia University’s Teachers College, to rural education in Mexico were very important, comparatively little is known about her life and legacy. Research Design & Data Collection: This historical essay uses archival and primary sources to recover fundamental aspects of the legacy of Elena Torres Cuellar in the history of Mexican rural education in the context of the construction of the postrevolutionary state and political system. The article approaches this legacy through analysis of Torres’s career trajectory, emphasizing her work for the Secretariat of Public Education. Conclusions: Elena Torres Cuellar had a big influence on the organization of Mexico’s Cultural Missions and other projects in rural education. Torres Cuellar’s studies on rural education at Teachers College under the mentorship of Mabel Carney in 1925 and 1926 were fundamental to Torres’s life and work. The importance of women educators and social workers as well as their empowerment are central themes in her life and career.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"4 1","pages":"40 - 62"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82494868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mayoral Control and School Superintendents: Lessons from Japan","authors":"E. Aoki, J. Henig","doi":"10.1177/01614681221134761","DOIUrl":"https://doi.org/10.1177/01614681221134761","url":null,"abstract":"Background/Context: Since the early 1990s, the United States has been witnessing reforms in large, high-visibility cities, with mayors granted the power to appoint school boards, superintendents, or both. This shift away from elected school board governance has been characterized as marginalizing traditional educators and ushering in reforms that traditional educators oppose. On the other hand, Japan’s experience with mayoral control of schools is nationwide and longer-lived. In 1956, mayors were given authority to appoint members of the school board, and in 2015 they were given further authority to appoint school superintendents. Purpose/Objective/Research Question/Focus of Study: This study analyzes whether Japanese mayors appoint superintendents whose backgrounds make them likely to challenge the education establishment and introduce dramatic educational reforms. We provide some early evidence on how mayors have been using their new powers and how they interact with the superintendents they select. Research Design: We used data from nationwide surveys conducted by the Japanese government to map the broad pattern of superintendent characteristics over time as well as for a sampling framework to identify and select a smaller number of superintendents to be interviewed for obtaining in-depth information. Semistructured interviews of six superintendents were conducted to delve more deeply into the relationship between mayors and superintendents, and the communication between the superintendents and the school board members in Japan. To triangulate the interview data, transcripts of school board meetings, city council meetings, election bulletins (official campaign manifestos), demographic data, and national test scores of students were collected from 2015 to 2019. Conclusions/Recommendations: We identified important differences between the United States and Japan. Rather than aligning with the reform-oriented mayors against school boards and education bureaucracies, the Japanese mayor-appointed superintendents act as mediators between the mayors and the school boards. The difference may be that, in the United States, only mayors who sought mayoral control had the right to appoint school superintendents, whereas in Japan the national government gave all mayors the right to appoint superintendents, regardless of the political context.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"47 1","pages":"175 - 198"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74186018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Playing Chess When You Only Have a Couple of Pawns: Policy Advocacy in Teacher Education","authors":"Elena Aydarova, J. Rigney, N. Dana","doi":"10.1177/01614681221134762","DOIUrl":"https://doi.org/10.1177/01614681221134762","url":null,"abstract":"Background: In recent years, intermediary organizations have increasingly influenced educational policy. Among other proposals, they have promoted teacher education redesign based on technocratic values and stringent accountability measures. In response to these policy changes and the intensifying crisis in the teaching profession, teacher educators have been called to engage in policy debates. Yet, to date, few studies have explored how teacher educators participate in policy advocacy. Purpose/Research Question: The purpose of this study is to examine variations in teacher educators’ efforts to influence policymaking decisions. Using the conceptual framework of policy advocacy, the study addresses the following research question: How do teacher educators engage in policy advocacy? Research Design: The study utilizes multiple case study methodology and incorporates four cases. Through a qualitative analysis of interviews, policy artifacts, policy documents, and videos of official policymaking and legislative meetings, we document how teacher educators seek to influence the direction of teacher education reforms by engaging with policymakers, the public, and other policy actors. We compare advocacy activities of different teacher educators and note the varying outcomes these activities produce. Findings: Our study shows that teacher educators engaged in information campaigning through research briefs, policy reports, letter writing, and sharing personal stories. Although some attempted to engage the public, most focused their efforts on building relationships with decision-makers. Despite those efforts, study participants were rarely consulted when new policies were conceptualized. Our study also points to a contrast between groups that worked to disrupt policy agendas of intermediary organizations and those that aligned their advocacy work with them. Those who attempted to advocate against the measures promoted by intermediary organizations faced more challenges than those who formed coalitions with intermediary organizations. Conclusions: Our study sheds light on the paradox teacher educators faced when they engaged in policy advocacy. Resisting the agendas of intermediary organizations (IOs) made policy advocacy more challenging for teacher educators. But coalitions with IOs could co-opt teacher educators’ voices toward technocratic agendas of teacher education reform.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"96 1","pages":"199 - 227"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86792539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Generative Dissensus in a Youth-Led Coalition-Building Enterprise","authors":"W. Wright, H. Hadley, Jennifer Ervin, Lemell Overton, K. Burke","doi":"10.1177/01614681221126014","DOIUrl":"https://doi.org/10.1177/01614681221126014","url":null,"abstract":"Context: Rooted in the principles of Youth Participatory Action Research (YPAR), this article explores how a team of youth community activists extended their coalition virtually to produce a bill of demands for structural social change in their city and its surrounding county. Focus of Study: Our inquiry focuses on how the youth’s dialectic goal of arriving at consensus (through debate fiercely, and intentionally, tied to the country’s own internal reckonings) loomed, uncomfortably at times, over the dialogic process of inviting youth from across the city to share experiences, exchange ideas, and build relationships. Setting: The youth’s coalitional work extended outward from the Yamacraw Center, a community literacy center and social justice organization based in a historic coastal city in the southern United States. Participants: The primary team, reported on here, was made up of eight youth researchers and two adult allies/co-researchers responsible for supporting youth as they engaged in YPAR. Research Design: Our study is a reflexive thematic analysis of the interplay between youth during 11 planning and organizing sessions. Data Collection: The data collected for this study are video digital Google Hangout meetings recorded over a five-month period. Findings: Our findings consider key strategies youth exhibited in coming together to hear one another, triage priorities, and carefully attend to the ways they needed to craft their arguments to be taken seriously. Conclusions: We highlight the importance of process in building youth capacity, detail discursive moves youth made to maintain critical momentum, and situate the project within a larger ethos that recognizes the immanent value of cultivating youth capacity to engage in fierce and humanizing exchanges with their peers in pursuit of collective progress.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"39 1","pages":"36 - 64"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89621650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Leadership as Accompaniment: From Managing to Cultivating Youth Activism","authors":"Ethan Chang, Rebeca Gamez","doi":"10.1177/01614681221129401","DOIUrl":"https://doi.org/10.1177/01614681221129401","url":null,"abstract":"Background/Context: Youth activism, the broad-based leadership among young people who seek to challenge and build alternatives to oppressive social systems, has spread across the nation and globe. Yet youth activism is often hemmed in at school gates, particularly by school leaders charged with maintaining efficient school environments. Focus of Study: This article explores the roles and responsibilities of educational leaders committed to justice and asks: What does it mean to lead schools in times of (re)surgent youth activism? Research Design: To address this urgent question, we conducted an interdisciplinary review of youth participation in social movements that spans the fields of civic engagement, learning sciences, and social movement studies. Findings: We argue that youth activism offers profound sites of consequential learning, generative insights for organizational redesign, and imaginative visions for school and societal transformation. Based on these contributions, we offer the notion of educational leadership as accompaniment: a participatory praxis of leadership reflection and action that foregrounds an ethic of listening, attends to dominant forms of exclusion, and stands in solidarity with youth and their struggles for a more dignified and just world. Conclusions/Recommendations: Leadership as accompaniment challenges the deeply rooted managerial imperative in school administration scholarship and deepens opportunities for realizing existing leadership principles, such as those evident in the Professional Standards for Educational Leaders (PSEL). We conclude by discussing the social and material risks impacting those who exercise leadership as accompaniment, and consider what responsibilities such risks demand of education researchers.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"103 1","pages":"65 - 90"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79459454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}