1.Putting School Reform in Its Place Social Geography, Organizational Social Capital, and School Performance
Author: Jennifer Jellison Holme ;Virginia Snodgrass Rangel
Source: American Educational Research Journal,2012, 49(2):257-283
Abstract: For decades, policymakers and researchers have struggled to understand the reasons that schools in disadvantaged contexts have relatively more trouble responding successfully to reform demands. This analysis extends theory regarding the challenges of school change in disadvantaged contexts by illustrating how the internal resources that schools rely on to respond to external policy demands can be affected by the social contexts in which they are embedded. The article draws on data from a study of five high poverty high schools’ responses to the pressures of Texas’ high stakes accountability system. The case study data illustrate how a school’s social context can precipitate instability in some schools and relative stability in others, how organizational stability in turn can affect schools’ organizational social capital, and how organizational social capital can influence schools’ ability to respond to external policy demands.
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2.Effects of High School Course-Taking on Secondary and Postsecondary Success
Author: Mark C. Long; Dylan Conger; Patrice Iatarola
Source: American Educational Research Journal,2012, 49(2):285-322
Abstract: The authors examine the associations between students’ high school course-taking in various subjects and their 10th-grade test scores, high school graduation, entry into postsecondary institutions, and postsecondary performance, using panel data from a census of public school students in the state of Florida. The authors use propensity score matching (based on 8th-grade test scores, other student characteristics, and school effects) within groups of students matched on the composition of the students’ course-taking in other subjects to estimate the differences in outcomes for students who take rigorous courses in a variety of subjects. The authors find substantial significant differences in outcomes for those who take rigorous courses, and these estimated effects are often larger for disadvantaged youth and students attending disadvantaged schools.
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3.A Course on Effective Teacher-Child Interactions：Effects on Teacher Beliefs, Knowledge, and Observed Practice
Author: Bridget K. Hamre;Robert C. Pianta; Margaret Burchinal;Samuel Field;Jennifer LoCasale-Crouch;Jason T. Downer; Carollee Howes; Karen LaParo;Catherine Scott-Little
Source: American Educational Research Journal,2012, 49(1):88-123
Abstract: Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacher-child interactions. Compared to teachers in a control condition, those exposed to the course reported more intentional teaching beliefs and demonstrated greater knowledge of and skills in detecting effective interactions. Furthermore, teachers who took the course were observed to demonstrate more effective emotional and instructional interactions. The course was equally effective across teachers with less than an associate’s degree as well as those with advanced degrees. Results have implications for efforts to improve the quality of early childhood programs through the higher education system.
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4.Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction
Author: James Hiebert;Anne K. Morris
Source: Journal of teacher education,2012,63(2):92-102
Abstract:
For several historical and cultural reasons, the United States has long pursued a strategy of improving teaching by improving teachers. The rarely questioned logic underlying this choice says that by improving the right characteristics of teachers, they will teach more effectively. The authors expose the assumptions on which this logic is built, propose an alternative approach to improving teaching that engages teachers (and researchers) directly in the work of improving teaching, present some indirect evidence to support this approach, and examine the cultural traditions and beliefs that have kept the conventional approach in place for so long.
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5.Incubating and Sustaining：How Teacher Networks Enable and Support Social Justice Education
Author: Scott Ritchie
Source: Journal of teacher education,2012, 63(2):120-131
Abstract: In spite of the U.S. corporatized education “reform” movement where the curriculum has been narrowed and teachers are pressured to teach to the test, many educators enact critical pedagogical practices that seek to make school a place that is equitable, democratic, collaborative, just, and humane. Using data from an in-depth qualitative interview study with eight critical P-12 U.S. teachers, the author found that teacher networks play important roles in helping people decide to become critical educators who teach for social justice and in sustaining their critical teaching once they are in the classroom. This article argues that it is imperative for teacher educators to use social justice networks to recruit prospective teachers and to help existing teacher candidates form and connect with networks. These practices may bring new teachers committed to social justice into the field of education and sustain the work of those already teaching for justice.
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6.Designing for the Future: How the Learning Sciences Can Inform the Trajectories of Preservice Teachers
Author: A. Susan Jurow; Rita Tracy; Jacqueline S. Hotchkiss; Ben Kirshner
Source: Journal of teacher education,2012, 63(2):147-160
Abstract: In this article, the authors discuss how they redesigned an educational psychology course for preservice teachers using insights from the burgeoning, interdisciplinary field of the Learning Sciences. Research on the situated nature of learning and the value of out-of-school contexts for supporting children’s development informed their decisions to require preservice teachers to work with children in community-based settings, frame their interactions with children as “service” rather than as explicit preparation for teaching, and conduct research on the social, cultural, and cognitive nature of these experiences. Two case studies illuminate preservice teachers’ learning trajectories in relation to course practices. Analyses suggest that the course created opportunities for preservice teachers to develop views of learning as inherently cultural and not limited to the acquisition of academic content. Emerging findings point to the potential of using Learning Sciences research as a touchstone for reorganizing educational psychology courses for preservice teachers.
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7.Company Men: Tracing Learning from Divergent Teacher Education Pathways Into Practice in Middle Grades Classrooms
Author: Hilary G. Conklin
Source: Journal of teacher education,2012,63(3):171-184
Abstract: In this comparative, longitudinal case study, the author investigates the two different pathways that have been most strongly advocated for certifying middle school social studies teachers: the specialized middle school and subject-specific secondary pathways. Drawing on classroom observations, interviews, documents, teacher and student work samples, and surveys, this article compares the learning and practice of 2 seventh-grade social studies teachers across time. Both teachers learned key principles and practices from their respective teacher education programs but ultimately taught in ways that often demanded little of young adolescents intellectually. The findings suggest that teacher educators preparing social studies teachers for the middle grades need to look not only at the opportunities they provide for teachers to learn about young adolescents, social studies teaching purposes, and social studies teaching strategies but also at the implementation and integration of these learning opportunities.
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8.Offering Preservice Teachers Field Experiences in K-12 Online Learning: A National Survey of Teacher Education Programs
Author: Kathryn Kennedy; Leanna Archambault
Source: Journal of teacher education,2012, 63(3):185-200
Abstract: Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time they graduate high school. Because of this growth, 21st century educators need to be prepared to teach online. This study shares the results of a national survey targeting teacher education programs’ efforts to help prepare preservice teachers for K-12 online learning. Data show that only 1.3% of responding teacher education programs are addressing this need via field experiences in virtual schools. Implications for policy and practice in the field of teacher education are examined.
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9.The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organizational Quality
Author: Karen M. Jackson; Christine Marriott
Source:
Educational Administration Quarterly,2012, 48(2)：230-258
Abstract: This article presents the design and test of a measure of school leadership as an organizational quality through the interaction of principal and teacher instructional influence. The Organizational Leadership Model hypothesizes four distinct conditions of school leadership, and the analysis investigates the relationship between teacher, principal, and school outcomes; school descriptors; and a school’s category in the Organizational Leadership Model. The analysis finds evidence that the Organizational Leadership Model is a robust measure of leadership as an organizational quality that effectively captures differences in school leadership contexts at the level of principals’ and teachers’ perceptions of their influence that precede task-oriented behaviors. Additionally, the study highlights the troubling relationship between schools serving high-need populations and those typified by low levels of school leadership.
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10.Curriculum Leadership in a Conservative Era
Author: Rose M. Ylimaki
Source: Educational Administration Quarterly,2012, 48(2)：304-346
Abstract: The author examines four principals in the wake of the No Child Left Behind Act and other related policies and trends. The purpose is to examine how recent conservative cultural political shifts have affected the meanings of curriculum leadership in schools. This is a critical ethnographic study of principals’ curriculum leadership in four northeastern U.S. elementary schools. All four principals were highly aware of the politics surrounding curriculum decision making, pedagogy, and assessments. The researcher conducted monthly observations and interviews with the four principals, teachers, parents, and students from the fall of 2003 to the spring of 2006. These curriculum leadership categories emerged over time and were constructed in relation to “other” curriculum leaders and broader cultural political shifts. There is growing interest in curriculum leadership among educational administration and curriculum scholars as well as practitioners. Although instructional or curriculum leadership has been studied extensively in educational administration, these studies do not explicitly consider curriculum theory or the role of politics. In curriculum studies, leadership has received little attention. Findings from this study suggest the need for a new field of curriculum leadership at the intersection of educational administration and curriculum studies.
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