Teachers College Record最新文献

{"title":"Framing School Mathematics Challenges Inside and Outside Metropolitan Areas","authors":"Charles Munter, Phi D. Nguyen, C. Quinn","doi":"10.1177/01614681231161236","DOIUrl":"https://doi.org/10.1177/01614681231161236","url":null,"abstract":"Background/Context: The problems that school district leaders identify and how they frame them have consequences—for both policy implementation and the ways that teachers respond. Although that is likely true in all community contexts (from rural to urban, inside and outside metropolitan centers), the influence of broader discourses associated with accountability reforms centered around state standardized testing may not be uniform across those contexts. Purpose/Objective/Research Question or Focus of Study: In this article, we report the results of an interview study we conducted with leaders in 50 school districts across the U.S. state of Missouri, in which we investigated what they identified as—and how they framed—their districts’ most salient problems related to mathematics. Guiding our analysis were the following questions: (1) What do those who oversee school districts’ mathematics instruction and curriculum identify as mathematics-related problems, and how do they frame those problems? (2) Do leaders’ identification and framing of problems differ with respect to districts’ size and proximity to metropolitan centers? (3) If so, to what extent are institutional factors, including mathematics achievement, economic resources, the presence of a mathematics-specific leader, and the district’s pedagogical commitments, predictive of leaders’ identification and framing of problems? Research Design: In 50 school districts in Missouri, sampled from different categories of size and proximity to metropolitan centers, we interviewed the district leader most responsible for overseeing mathematics curriculum and instruction about their mathematics-related challenges. We also collected contextual information from governmental websites, including population data, student achievement rates, student racial and economic demographics, and district economic resources (i.e., per-pupil expenditures). Through qualitative analysis we identified what leaders identified as their most pressing challenge and how they framed that challenge. Through regression analysis we identified which community and district characteristics were predictive of leaders’ problem identification and framing. Conclusions/Recommendations: Our results point to meaningful differences in leaders’ identification and framing of problems related to whether they work within metropolitan areas. In particular, we argue that leaders in nonmetropolitan districts appear more likely to adopt the frame offered by the “corporate model of schooling,” defining and framing problems around improvement in standardized test scores, whereas leaders in metropolitan areas are more likely to define problems in terms of equity and the ways that students experience school mathematics. And leaders from smaller districts were more likely to employ a strictly “management” framing of outcomes-related problems, describing responses focused exclusively on changing district programs and structures (rather than a “learning” f","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47662022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Sensemaking in an Early Education Research–Practice Partnership","authors":"Amanda Datnow, A. W. Guerra, Shana R. Cohen, Benjamin C. Kennedy, Joseph Lee","doi":"10.1177/01614681231161391","DOIUrl":"https://doi.org/10.1177/01614681231161391","url":null,"abstract":"Background/Context: High quality early education, preschool through third grade, has received significant attention as a vehicle for addressing academic disparities. Research–practice partnerships (RPPs) offer a promising strategy for improving early education and closing the gap between research and practice; however, RPPs in the early learning context are understudied, and there is little information about how teachers experience them. Purpose/Research Questions: Grounded in a framework of sensemaking theory and research on teachers’ beliefs and RPPs, this paper addresses the following questions: (1) How did an early education RPP attempt to build a meaningful and trusting partnership and amplify teacher voices? (2) How did teachers make sense of new knowledge within the context of the RPP and their practical wisdom? (3) To what degree were teachers reaffirming existing beliefs vs. questioning or adjusting current beliefs through their participation in the RPP? Research Design: This paper relies on qualitative data gathered as part of an interdisciplinary education neuroscience longitudinal RPP project between university researchers and educators in a California school district. The data analyzed for this paper included field notes and artifacts from RPP meetings and transcripts of teacher interviews. Conclusions/Recommendations: The RPP intentionally created opportunities for teachers to amplify their perspectives and interpretations. Within RPP meeting spaces, teachers reflected on their beliefs and practices in light of research conducted in their schools and, more generally, sometimes adjusting and other times reaffirming their views. The extent to which teachers incorporated new knowledge into their cognitive schemas varied based on the topic and how and where the information was presented. These findings yield important implications for research–practice partnerships and system change in early childhood education.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47213595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“I Didn’t Have a Lesson”: Politics and Pedagogy in a Diversifying Middle School","authors":"Alexandra Freidus","doi":"10.35542/osf.io/w7aub","DOIUrl":"https://doi.org/10.35542/osf.io/w7aub","url":null,"abstract":"This article examines the tensions between a diversifying middle school’s efforts to create an antiracist school community and instructional practices that frequently marginalized the experiences, knowledge, and questions of students of color. It uses teachers’ responses to the 2016 presidential election as a window into the challenges of developing asset-based pedagogies in classrooms that include White students.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41981267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integration as Perpetuation: Learning From Race Evasive Approaches to ESL Program Reform.","authors":"Andrew H Hurie,&nbsp;Rebecca M Callahan","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background: </strong>Currently, most Latinx emergent bilingual (EB) students are educated in English-medium programs alongside English-dominant peers. Legally mandated social integration of EB students coincides with a prescriptive linguistic emphasis on content-language integration in ESL (English as a second language) programs; both integrative approaches are particularly salient in the current hyperracial climate in the United States.</p><p><strong>Focus of study: </strong>We explore two schools' responses to Latinx EB population growth via the intersecting racial and language ideologies informing and influenced by programmatic changes, educator perceptions, and pedagogical practices.</p><p><strong>Research design: </strong>This qualitative multiple case study spans two Texas schools selected by purposeful maximal sampling over the course of two separate academic years. Data include semistructured interviews, focus group interviews, and participant observations.</p><p><strong>Findings: </strong>We find that institutional structures across the sites tended to promote a denial of responsibility for racial stratification and a concomitant disciplining of the school curriculum. We argue that both integrative approaches ultimately perpetuated white racial domination.</p><p><strong>Conclusions/recommendations: </strong>We suggest that ESL research and practice would benefit from an explicit questioning of racializing discourses and boundaries of academic disciplines as part of a racially literate critical practice designed to counter the normalization of whiteness.</p>","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7273838/pdf/nihms-1043732.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38017939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Leaders Agree with Teachers in Schools on Measures of Leadership Practice: A Two-Level Latent Class Analysis of the Comprehensive Assessment of Leadership for Learning","authors":"Alex J. Bowers, Mark H. Blitz, Marsha E. Modeste, Jason D. Salisbury, Richard Halverson","doi":"10.7916/D8SF4CKB","DOIUrl":"https://doi.org/10.7916/D8SF4CKB","url":null,"abstract":"Background: Across the recent research on school leadership, leadership for learning has emerged as a strong framework for integrating current theories, such as instructional, transformational, and distributed leadership as well as effective human resource practices, instructional evaluation, and resource allocation. Yet, questions remain as to how, and to what extent teachers and leaders practice the skills and tasks that are known to be associated with effective school leadership, and to what extent do teachers and leaders agree that these practices are taking place in their school. Purpose of the Study: We examine these issues through applying a congruency-typology model to the validation sample of the Comprehensive Assessment of Leadership for Learning (CALL), (117 schools across the US, including 3,367 teachers and their school leaders) to examine the extent to which there may be significantly different subgroups of teacher and leader responders to the survey, how these subgroups may cluster non-randomly in schools, and to what extent the subgroups of teachers and principals This document is a preprint of a manuscript published in the journal Teachers College Record. Citation: Bowers, A. J., Blitz, M., Modeste, M., Salisbury, J., & Halverson, R. (2017) How Leaders Agree with Teachers in Schools on Measures of Leadership Practice: A Two-Level Latent Class Analysis of the Comprehensive Assessment of Leadership for Learning. Teachers College Record, 119(4). http://www.tcrecord.org/Content.asp?ContentId=21677 The research reported in this paper was supported by the U.S. Department of Education Institute of Education Sciences (Award R305A090265) and by the Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison. Any opinions, findings, or conclusions expressed in this chapter are those of the authors and do not necessarily reflect the views of the funding agencies, WCER, or cooperating institutions. Note: A previous version of this manuscript was presented at the 2013 annual meeting of the University Council for Educational Administration (UCEA). Indianapolis, IN 3 Alex J. Bowers (bowers@tc.edu); Teachers College, Columbia University; Bowers@tc.edu; 525 W. 120 Street, New York, New York 10027. ORCID: 0000-0002-5140-6428 are aligned or not on their perception that the skills and practices of leadership for learning take place in their school. Research Design: We used multilevel latent class analysis (LCA) to identify significantly different types of teacher and leader responders to CALL, including a cross-level interaction to examine the extent to which there is a typology model of teacher responders across schools and the extent to which the teacher subgroup responses align with the leader of the school. Findings: We find that there are three statistically significant different subgroups of teacher responders to CALL, Low (31.4%), Moderate (43.3%), and High (25.4%). In addition, these subgroups cluster non-ra","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71368198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review of, Design, Make, Play: Growing the Next Generation of STEM Innovators","authors":"Dilafruz R. Williams","doi":"10.5860/choice.51-1612","DOIUrl":"https://doi.org/10.5860/choice.51-1612","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71143317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula.","authors":"Thurston Domina,&nbsp;Andrew M Penner,&nbsp;Emily K Penner,&nbsp;Annemarie Conley","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background/context: </strong>Across the United States, secondary school curricula are intensifying as a growing proportion of students enroll in high-level academic math courses. In many districts, this intensification process occurs as early as eighth grade, where schools are effectively constraining their mathematics curricula by restricting course offerings and placing more students into Algebra I. This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district.</p><p><strong>Research questions: </strong>(1a) What effect did 8th eighth grade curricular intensification have on mathematics course enrollment patterns in Towering Pines Unified schools? (2b) How did the distribution of prior achievement in Towering Pines math classrooms change as the district constrained the curriculum by universalizing 8th eighth grade Algebra? (3c) Did 8th eighth grade curricular intensification improve students' mathematics achievement?</p><p><strong>Setting: </strong>Towering Pines is an immigrant enclave in the inner-ring suburbs of a major metropolitan area. The district's 10 middle schools together enroll approximately 4,000 eighth graders each year. The districts' students are ethnically diverse and largely economically disadvantaged. The study draws upon administrative data describing 8th eighth graders in the district in the 2004-20-05 through 2007-20-08 school years.</p><p><strong>Intervention/program/practice: </strong>During the study period, Towering Pines dramatically intensified middle school students' math curricula: In the 2004-20-05 school year 32% of the district's 8th eighth graders enrolled in Algebra or a higher- level mathematics course; by the 2007-20-08 school year that proportion had increased to 84%.</p><p><strong>Research design: </strong>We use an interrupted time-series design, comparing students' 8th eighth grade math course enrollments, 10th grade math course enrollments, and 10th grade math test scores across the four cohorts, controlling for demographics and prior achievement.</p><p><strong>Findings/results: </strong>We find that students' odds of taking higher level mathematics courses increased as this district implemented the state's Algebra mandate. However, even as the district implemented a constrained curriculum strategy, mathematics achievement growth between 6th sixth and 10th grade slowed and the achievement advantages associated with 8th eighth grade Algebra declined.</p><p><strong>Conclusions/recommendations: </strong>Our analyses suggest that curricular intensification increased the inclusiveness and decreased the selectivity of the mathematics tracking regime in Towering Pines middle schools. However, the findings suggest that this constrained curriculum strategy may have may have unintended negative consequences for student achievement.</p>","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2014-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4479347/pdf/nihms670214.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33303046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ready to Lead, But How? Teachers' Experiences in High-poverty Urban Schools.","authors":"Susan Moore Johnson,&nbsp;Stefanie K Reinhorn,&nbsp;Megin Charner-Laird,&nbsp;Matthew A Kraft,&nbsp;Monica Ng,&nbsp;John P Papay","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4391200/pdf/nihms670733.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33209542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"True Grit: Trait-level Perseverance and Passion for Long-term Goals Predicts Effectiveness and Retention among Novice Teachers.","authors":"Claire Robertson-Kraft,&nbsp;Angela Lee Duckworth","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background/context: </strong>Surprisingly little progress has been made in linking teacher effectiveness and retention to factors observable at the time of hire. The rigors of teaching, particularly in low-income school districts, suggest the importance of personal qualities that have so far been difficult to measure objectively.</p><p><strong>Purpose/objective/research question/focus of study: </strong>In this study, we examine the predictive validity of personal qualities not typically collected by school districts during the hiring process. Specifically, we use a psychological framework to explore how biographical data on grit, a disposition toward perseverance and passion for long-term goals, explains variance in novice teachers' effectiveness and retention.</p><p><strong>Research design: </strong>In two prospective, longitudinal samples of novice teachers assigned to schools in low-income districts (N = 154 and N = 307, respectively), raters blind to outcomes followed a 7-point rubric to rate grit from information on college activities and work experience extracted from teachers' résumés. We used independent-samples t-tests and binary logistic regression models to predict teacher effectiveness and retention from these grit ratings as well as from other information (e.g., SAT scores, college GPA, interview ratings of leadership potential) available at the time of hire.</p><p><strong>Conclusions/recommendations: </strong>Grittier teachers outperformed their less gritty colleagues and were less likely to leave their classrooms mid-year. Notably, no other variables in our analysis predicted either effectiveness or retention. These findings contribute to a better understanding of what leads some novice teachers to outperform others and remain committed to the profession. In addition to informing policy decisions surrounding teacher recruitment and development, this investigation highlights the potential of a psychological framework to explain why some individuals are more successful than others in meeting the rigorous demands of teaching.</p>","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4211426/pdf/nihms515928.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32787219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"They Never Told Me What to Expect, So I Didn't Know What to Do\": Defining and Clarifying the Role of a Community College Student","authors":"M. Karp, R. H. Bork","doi":"10.7916/D8W09F54","DOIUrl":"https://doi.org/10.7916/D8W09F54","url":null,"abstract":"Increasing the number of young people who attain postsecondary credentials has become one of the primary educational objectives of the 2010s. While low college success rates are typically linked to students’ lack of academic preparation for college and their subsequent need for developmental or remedial instruction, research suggests that even many students who are deemed “college-ready” by virtue of their placement test scores or completion of developmental coursework still do not earn a credential. This paper builds on previous work arguing that community college success is dependent not only upon academic preparation but also upon a host of important skills, attitudes, and behaviors that are often left unspoken. Drawing on role theory and on a qualitative study conducted at three community colleges, this paper aims to clarify the role of community college student and the components of that role that must be enacted for students to be successful. Using data from interviews at the study sites, we provide a concrete, actionable description of the community college student role. We also present a framework that practitioners can use to help students learn how to be successful community college students.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71368469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}