Showing papers in "Teachers College Record in 2014"
TL;DR: A psychological framework is used 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.
Abstract: Background/ContextSurprisingly 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-in...
346 citations
TL;DR: The quality of students' relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement as discussed by the authors, and this chapter offers teachers and researchers a chance to examine the relationship between teachers and students.
Abstract: The quality of students’ relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a ...
197 citations
TL;DR: It is found that students’ odds of taking higher level mathematics courses increased as this district implemented the state's Algebra mandate, however, the findings suggest that this constrained curriculum strategy may have may have unintended negative consequences for student achievement.
Abstract: Over the last two decades, many American secondary schools have eliminated low-level and nonacademic courses and enrolled increasing proportions of students in college-preparatory courses (Domina & Saldana, 2012). The result has been the largest curricular restructuring of American secondary schools since the “unremarked revolution” of the 1960s and 1970s, when American high schools and middle schools abandoned overarching tracks in favor of tracked courses (Lucas, 1999). While American secondary school curricula remain hierarchically organized, recent changes in secondary school structure have broadened access to high-status courses and rendered tracking systems far more inclusive.
The scholarly consensus holds that tracking fails to improve student achievement, even as it exacerbates educational inequality (Gamoran, 1992; Gamoran, Nystrand, Berends, & LePore, 1995; Hallinan 1994; Lucas, 1999; Oakes, 2005). Based on this literature, one might expect curricular intensification to narrow achievement gaps. However, racial- and class-based inequalities in American schools persist. Furthermore, experimental research and studies examining the effects of curricular change on student achievement raise important questions about the effects of de-tracking on the distribution of student achievement (Allensworth, Nomi, Montgomery, & Lee, 2009; Burris, Heubert, & Levin, 2006; Burris, Wiley, Welner, & Murphy, 2008; Clotfelter, Ladd, & Vigdor, 2012; Slavin, 1990).
This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district. During the study period, Towering Pines dramatically intensified middle school students’ math curricula: In the 2004–2005 school year 32% of the district’s eighth graders enrolled in Algebra or a higher level mathematics course; by the 2007–2008 school year that proportion had increased to 84%. This rapid shift provides a powerful opportunity for understanding the relationship between tracking and student exposure to advanced mathematics courses and student mathematics achievement.
176 citations
TL;DR: In many countries, there are multiple studies intended to improve initial teacher education as mentioned in this paper, but these have generally focused on pieces of teacher education rather than wholes, and they have focused on piece-by-piece teacher education.
Abstract: Background/ContextIn many countries, there are multiple studies intended to improve initial teacher education. These have generally focused on pieces of teacher education rather than wholes, and ha...
144 citations
TL;DR: The authors discusses limitations of different forms of generalization across the spectrum of quantitative and qualitative research and argues for considering population heterogeneity and future uses of knowledge claims when judging the appropriateness of generalizations.
Abstract: Context: Generalization is a critical concept in all research designed to generate knowledge that applies to all elements of a unit (population) while studying only a subset of these elements (sample). Commonly applied criteria for generalizing focus on experimental design or representativeness of samples of the population of units. The criteria tend to neglect population diversity and targeted uses of knowledge generated from the generalization. Objectives: This article has two connected purposes: (a) to articulate the structure and discuss limitations of different forms of generalizations across the spectrum of quantitative and qualitative research and (b) to argue for considering population heterogeneity and future uses of knowledge claims when judging the appropriateness of generalizations. Research Design: In the first part of the paper, we present two forms of generalization that rely on statistical analysis of between-group variation: analytic and probabilistic generalization. We then describe a third form of generalization: essentialist generalization. Essentialist generalization moves from the particular to the general in small sample studies. We discuss limitations of each kind of generalization. In the second part of the paper, we propose two additional criteria when evaluating the validity of evidence based on generalizations from education research: population heterogeneity and future use of knowledge claims. Conclusions/Recommendations: The proposed criticisms of research generalizations have implications on how research is conducted and research findings are summarized. The main limitation in analytic generalization is that it does not provide evidence of a causal link for subgroups or individuals. In addition to making explicit the uses that the knowledge claims may be targeting, there is a need for some changes in how research is conducted. This includes a need for demonstrating the mechanisms of causality; descriptions of intervention outcomes as positive, negative, or neutral; and latent class analysis accompanied with discriminant analysis. The main criticism of probabilistic generalization is that it may not apply to subgroups and may have limited value for guiding policy and practice. This highlights a need for defining grouping variables by intended uses of knowledge claims. With respect to essentialist generalization, there are currently too few qualitative studies attempting to identify invariants that hold across the range of relevant situations. There is a need to study the ways in which a kind of phenomenon is produced, which would allow researchers to understand the various ways in which a phenomenon manifests itself.
131 citations
TL;DR: In this paper, the authors show that low community college completion rates are an area of concern for policymakers and practitioners, and that although many students require developmental education upon entry, research suggests that...
Abstract: BackgroundLow community college completion rates are an area of concern for policymakers and practitioners. Although many students require developmental education upon entry, research suggests that...
122 citations
TL;DR: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the teachers as discussed by the authors. But, the current research focuses on teacher education, not teacher accountability.
Abstract: Background/ContextThe current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the...
119 citations
TL;DR: There has been rapid growth in value-added assessment of teachers to meet the widely supported policy goal of identifying the most effective and the most ineffective teachers in a school as discussed by the authors, which can be classified into two groups: effective and ineffective teachers.
Abstract: BackgroundThere has been rapid growth in value-added assessment of teachers to meet the widely supported policy goal of identifying the most effective and the most ineffective teachers in a school ...
106 citations
TL;DR: In this article, the authors present a fundamental challenge to using teacher evaluation in the context of teacher evaluation: the evaluation is a major policy initiative intended to improve the quality of classroom instruction.
Abstract: Background/ContextTeacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation ...
104 citations
TL;DR: In this article, the transition from high school to college is a central part of school counselors' professional responsibility and the American School Counselor Association recommends a transition plan for high school students.
Abstract: BackgroundAdvising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a...
101 citations
TL;DR: In the past two years, states have implemented sweeping reforms to their teacher evaluation systems in response to Race to the Top legislation and, more recently, NCLB waivers as mentioned in this paper.
Abstract: ContextIn the past two years, states have implemented sweeping reforms to their teacher evaluation systems in response to Race to the Top legislation and, more recently, NCLB waivers. With these ne...
TL;DR: In this paper, it was shown that teachers face numerous intellectual and emotional challenges when handling controversial topics in the classroom, and that less attentions are paid to less sensitive topics in general.
Abstract: Background/ContextResearch indicates that across democratic societies, teachers face numerous intellectual and emotional challenges when handling controversial topics in the classroom. Less attenti...
TL;DR: How teachers in six high-poverty urban schools participate in leadership beyond their classroom is studied, finding teachers were willing and ready to address their school's challenges and teachers invested in school-wide reforms.
Abstract: Background/ContextMany strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of t...
TL;DR: Most of the quantitative studies on teacher preparation have focused on comparisons between alternative and traditional routes, and there has been relatively little quan... as mentioned in this paper, which is not the case here.
Abstract: BackgroundOver the past decade, most of the quantitative studies on teacher preparation have focused on comparisons between alternative and traditional routes. There has been relatively little quan...
TL;DR: In this paper, the authors argue that effective data use is difficult, if not impossible, without computer data systems, and that teachers and other educators are expected to leverage data in making educational decisions.
Abstract: BackgroundIncreasingly, teachers and other educators are expected to leverage data in making educational decisions. Effective data use is difficult, if not impossible, without computer data systems...
TL;DR: The stakes are getting higher for teachers daily as more and more states adopt hiring, firing, and tenure-granting policies based on teacher evaluations as mentioned in this paper, and even more concerning is t...
Abstract: Background/ContextThe stakes are getting higher for teachers daily as more and more states adopt hiring, firing, and tenure-granting policies based on teacher evaluations. Even more concerning is t...
TL;DR: In the last few years, the focus on educational accountability has shifted from holding students responsible for their own performance to holding those that are shown to impact student performance as discussed by the authors, which is called educational accountability.
Abstract: BackgroundWithin the last few years, the focus on educational accountability has shifted from holding students responsible for their own performance to holding those shown to impact student perform...
TL;DR: This paper used a human and social capital framework to explore the relationship between teacher social interaction and student achievement on an interim benchmark formative assessment and found that more teaching experience in the current school was associated with better student performance on the interim assessment.
Abstract: Background: A growing empirical base suggests that there is a positive relationship between teacher social interaction and student achievement. However, much of this research is based on standardized summative assessments, which, while important, may have limited applicability to timely instructional decision making. As such, in this work, we examine the relationship between teacher social interaction and interim benchmark formative assessments, which have been argued to play a more useful role in instructional decision making.
Purpose: In this study we used a human and social capital framework to explore the relationship between teacher social interaction and student achievement on an interim benchmark formative assessment. We hypothesized that teacher social capital would be positively related with student achievement as measured by an interim assessment, even after controlling for student and teacher demographics as well as proxies for teacher human capital.
Population: A sample of 63 teachers from five elementary schools in a midsize U.S. district completed a demographic and social network survey, from which we generated our human and social capital measures. For student-level data, we collected current and prior student achievement from 1,196 third to fifth grade students on an English Language Arts Interim Benchmark Assessment.
Research Design: We used survey data to conduct social network analysis and hierarchical linear modeling to explore the multilevel relationship between human and social capital and student achievement.
Results: Results indicated that even when controlling for student demographics and prior achievement, teachers' human and social capital had a significant effect on student achievement as measured by interim assessments. More specifically our results indicated that more teaching experience in the current school was associated with better student performance on the interim assessment. In addition, the act of reaching out to other teachers to share knowledge regarding reading comprehension was associated with higher student scores on the interim assessment even when controlling for demographics and past academic performance.
Conclusions: This study offers a unique insight into the role of accessing capital resources and student achievement in strengthening schools under increased pressure to improve. Our work adds to the growing empirical base that suggests that teacher social interaction has a relationship with student achievement. To encourage social interaction, creating formal policies and structures for teachers to develop social ties with one another related to content may be a useful strategy in supporting student outcomes
Journal Article•
TL;DR: In the United States, all but nine U.S. states allowed the creation of a charter school in 2012 as discussed by the authors, which is a major component of the current education reform movement.
Abstract: Background/ContextCharter school policy has evolved into a major component of the current education reform movement in the United States. As of 2012, all but nine U.S. states allowed charter school...
Journal Article•
TL;DR: In this paper, the authors discuss the role of teaching and school-level administrative work as stepping stones in most pathways to the principal's office, these formal experiences along with informal or formal apprenticeship.
Abstract: BackgroundWhile teaching and school-level administrative work remain stepping stones in most pathways to the principal's office, these formal experiences—alongside informal or formal apprenticeship...
TL;DR: In this paper, the authors propose a solution to the problem of how to measure student achievement across national school systems with different curricula, instead of measuring how how they achieve student achievement.
Abstract: Background/ContextPISA has come up with an ingenious solution to the problem of how to measure student achievement across national school systems with different curricula. Instead of measuring how ...
TL;DR: The assumption that Asian Americans are model minorities has long situated this population within post-racial discourse, an assumption that highlights their educational success as ev... as discussed by the authors, which is incorrect.
Abstract: BackgroundPrevailing perceptions of Asian Americans as model minorities have long situated this population within postracial discourse, an assumption that highlights their educational success as ev...
TL;DR: It is concluded that performance funding is no “silver bullet” for improving community college completions; rather, in some cases, it may interfere with national completion goals.
Abstract: Background/Context Community colleges are central to the United States’ college completion goals. A popular strategy pushed by a number of influential policy organizations and foundations is a policy of tying state funding to community college completions, otherwise known simply as performance funding. This is happening despite little to no evidence that such a strategy actually increases institutional performance. Purpose This study asks: To what extent does the introduction of performance funding programs impact two-year degree completion among participating states? Population/Participants We created a unique panel data set for the period 1990 through 2010, using states as our primary unit of analysis. The data set contains 1,050 total observations, drawing from a range of postsecondary data sources. Research Design We used a quasi-experimental regression technique called difference-indifferences regression technique. We also included in our model multiple control variables and year and state fixed effects. Findings/Results We find that the program had no effect on average and mixed results for the individual states where performance funding was associated with lower completions in six states, greater completions in four states, and inconclusive patterns in nine states. Conclusions We conclude that performance funding is no “silver bullet” for improving community college completions; rather, in some cases, it may interfere with national completion goals. We recommend that state policy makers seek out evidence-based alternatives for improving community college completions.
TL;DR: In this paper, the authors bring together cultural-historical approaches to human development with interpretive and multi-sited ethnography in order to develop ethnographic tools that attend to the ways in which humans develop.
Abstract: This chapter brings together cultural-historical approaches to human development with interpretive and multi-sited ethnography in order to: (1) develop ethnographic tools that attend to the ways yo...
TL;DR: In the last decade, the effects of teachers on student performance (typically manifested as state-wide standardized tests) have been re-examined using statistical models that are known as statistical models.
Abstract: BackgroundIn the last decade, the effects of teachers on student performance (typically manifested as state-wide standardized tests) have been re-examined using statistical models that are known as...
TL;DR: In this article, the authors describe how districts are increasingly looking to partner with parents to support and improve student learning, and how community organizing holds promise for supporting and improving student learning.
Abstract: Background/ContextFaced with rapidly changing demographics, districts are increasingly looking to partner with parents to support and improve student learning. Community organizing holds promise fo...
TL;DR: In this article, legal scholars often contrast the litigiousness of contemporary American higher education with a bygone era characterized by near-absolute respect for academic authority, and they point out the need for a "near-absolute" respect for authority in higher education.
Abstract: Background/ContextLegal scholars often contrast the litigiousness of contemporary American higher education with a bygone era characterized by near-absolute respect for academic authority. Accordin...