bluuebunny/crossref_metadata_2025 huggingface dataset:
Explaining the Occupational Structure of Depressive Symptoms: Precarious Work and Social Marginality across European Countries
Authors: Macmillan Ross , Shanahan Michael J.
Published: February 2022

The idea that socioeconomic differences are a “fundamental cause” of health and well-being is the basis for large volumes of research. However, one of the challenges in this area is that of linking socioeconomic positions to etiological mechanisms in theoretically informative ways. The situation is doubly challenging because the expression and meaning of socioeconomic positions and the mechanisms they activate change over time. Focusing on depression and applying mediation analysis to data from a large multinational sample from European countries, we find strong support for a three-stage model where occupational differences are largely mediated by exposure to precarious work, which itself is mediated by social marginality. The model is largely robust across welfare state regimes. Ultimately, the research extends fundamental cause perspectives by highlighting connections between “old” and “new” dimensions of socioeconomic status and the social and social psychological sequelae that connect them to psychological well-being.
Clinical Outcomes of Adults With Diagnosed HIV Living in Ending the HIV Epidemic Priority Areas, Medical Monitoring Project, 2018
Authors: Chowdhury Pranesh P. , Beer Linda , Crim Stacy M. , Bosh Karin A. , Desamu-Thorpe Rodel G. , Shouse Luke R.
Published: February 2022

Objectives:

The Ending the HIV Epidemic (EHE) initiative prioritizes treatment and prevention efforts in counties where most new HIV diagnoses occur and states with substantial incidence of new HIV diagnoses in rural areas. Understanding the characteristics of adults with HIV living in EHE priority areas, and how these characteristics compare with adults with HIV living in non–EHE priority areas, can inform EHE efforts.

Methods:

We analyzed data from the 2018 Medical Monitoring Project (MMP) to understand the characteristics of adults with HIV living in 36 of 48 EHE priority counties; San Juan, Puerto Rico; and 1 of 7 EHE priority states. We calculated weighted percentages of sociodemographic characteristics, behaviors, and clinical outcomes of adults with diagnosed HIV living in MMP EHE priority areas and compared them with characteristics of adults who did not live in MMP EHE priority areas using prevalence ratios (PRs) with predicted marginal means.

Results:

Living in an MMP EHE priority area was more common among adults who were non-Hispanic Black or Hispanic, experienced homelessness, or were food insecure compared with adults who were non-Hispanic White (59.3% and 58.4% vs 41.0%), not experiencing homelessness (60.9% vs 51.9%), or not food insecure (59.8% vs 51.0%). Adults who lived in MMP EHE priority areas were significantly less likely to be adherent to their HIV medications (PR = 0.95; 95% CI, 0.91-0.99) and durably virally suppressed (PR = 0.94; 95% CI, 0.91-0.97), and more likely to miss scheduled appointments for HIV care (PR = 1.31; 95% CI, 1.10-1.56) than adults who did not live in MMP EHE priority areas.

Conclusion:

To increase viral suppression and reduce HIV transmission, it is essential to strengthen public health efforts to improve medication and appointment adherence in this population.
Residential segregation and public services in urban India
Authors: Bharathi Naveen , Malghan Deepak , Mishra Sumit , Rahman Andaleeb
Published: February 2022

Urban India is characterised by a high degree of intra-city spatial inequality in the availability of public services like piped water and sewerage. We unpack the political channels that link residential segregation with access to public services. ‘Micro-segregation’, or neighbourhood residential sorting within a ward (the elementary administrative and political unit in urban India), enables segregated neighbourhoods to better organise and petition public services. Political competition further amplifies these demands from segregated neighbourhoods. The state’s response to such demand is, however, modulated by both in-group favouritism and outgroup discrimination. States’ ability to indulge in such favouritism and discrimination is in turn contingent on how the caste composition of a ward is different from that of the city as a whole –‘macro-segregation’. We combine large-scale quantitative analysis using neighbourhood-level national census data for all towns in India with at least 0.3 million residents, and multi-year qualitative fieldwork in Bengaluru, a metropolis of over 10 million residents, to delineate the interactions between these demand-side and supply-side channels. While macro-segregation is negatively associated with piped water and sewerage, micro-segregation has a positive association.
Slovenian Validation of the Mental Health Literacy Scale (S-MHLS) on the General Population: A Four-Factor Model
Authors: Krohne Nina , Gomboc Vanja , Lavrič Meta , Podlogar Tina , Poštuvan Vita , Šedivy Nuša Zdravec , De Leo Diego
Published: February 2022

The aim of the present validation study is to determine the psychometric properties of the Slovenian version of the Mental Health Literacy Scale. For this purpose, the factorial structure, internal consistency, cross-cultural, convergent and discriminant validity were assessed. The measure was translated and adapted to Slovenian context through a blind back-translation process. It was applied to a representative sample of the Slovenian adult population via an online research panel. A total of 1189 participants (598 women), aged between 18 and 95 years ( M = 46.7, SD = 16.2) completed the survey. Confirmatory and exploratory factor analyses, reliability analyses, hypothesis testing, and correlational analyses were conducted. The analyses rejected a hypothesised unidimensional model and demonstrated that a four-factor model with 27 items was the most theoretically and psychometrically adequate. The Slovenian version of Mental Health Literacy Scale (S-MHLS) consists of the following factors: (1) Attitudes Towards People With Mental Health Problems, (2) General Attitudes Towards Mental Health Problems and Help-Seeking, (3) Recognition of Mental Health Disorders and (4) Knowledge About Seeking Mental Health Information. The factors have adequate construct validity and internal consistency, which is also adequate for the entire S-MHLS. However, a decreased scope of the content might result in an inadequate representation of the construct of mental health literacy. In addition, the psychometric interpretation of the MHLS varies widely in validation studies across different linguistic contexts. Therefore, we propose a further improvement of the instrument with a psychometrically and theoretically sound multifactorial structure that demonstrates strong cross-cultural validity.
Teachers as Grantseekers: The Privatization of the Urban Public School Teacher
Authors: Freedman Sara
Published: February 2022

This article explores the impact of grantseeking on urban public school teachers. It first analyzes how grantseeking, primarily but not exclusively promoted by numerous private and corporate foundations, has introduced urban teachers to and fostered among them some of the central tenets of the movement to privatize education—to “market” one's teaching as a product and oneself as a valuable commodity; to embrace competition and the creation of self-selected communities; and to replace a commitment to a broad-based democracy in which the needs of all are met with fulfilling the needs of the “deserving” few.

The article next discusses the ways in which specific assumptions about urban teachers have influenced the development of such grant competitions. It also discusses the ways these assumptions promote the ability of a very limited number of high status urban teachers to successfully compete in such competitions while working to exclude others, particularly teachers of color and those whose native language is not English.

The article then presents a case history of one grantseeker to illustrate the contradictory effects of teachers’ participation in privately funded grant programs. It ends by raising questions about the purpose and effect of grantseeking in education and its potential role in changing the dominant means of educating children in the United States from a public school system subject to community wide support and governance—in theory if not in practice—to an increasingly privatized one.
Twenty-Five Years after Rodriguez: What Have We Learned?
Authors: Koski William S. , Levin Henry M.
Published: February 2022

Twenty-five years ago, the landmark Supreme Court decision in San Antonio Independent School District v. Rodriguez effectively closed the door on educational finance equity litigation in the federal courts. In that case, the high court ruled that despite the glaring disparity in funding between school districts in the San Antonio metropolitan area, the United States Constitution does not require that funding among school districts be equalized. Rodriguez was hardly the last word in school finance litigation, however, as educational finance reform advocates have turned to state courts and constitutions to bring about reform under theories of equity and adequacy in school funding. Using the twenty-fifth anniversary of Rodriguez as a milestone for reflection, this article examines three central assumptions that undergird the Rodriguez decision and fuel the unabated litigation over educational finance schemes: that dollars make a difference in educational outcomes, that courts and policy makers can develop standards for what is an “adequate” education, and that litigation will lead to equity in educational finance.
The Roots of Child Study: Philosophy, History, and Religion
Authors: Kennedy David
Published: February 2022

This paper offers an approach to child study that moves beyond the traditional modern domains of medicine, education, and the social sciences, to explore the representation and symbolization of the child in philosophy, social and cultural history, myth and spirituality, art, literature, and psychoanalysis. It considers childhood as a cultural and historical construction, and traces the ways in which characterizations of children function symbolically as carriers of deep assumptions about human nature and its potential variability and changeability, about the construction of human subjectivity, about the ultimate meaning of the human life cycle, and about human forms of knowledge. The child as limit condition—as representing for adults the boundaries of the human—that is, “nature,” animality, madness, the “primitive,” the divine—is re-evoked continually in modern and postmodern symbolizations, and the tension between reason and nature or instinct, or Enlightenment and Romance, is never far from their surface. Finally, the extent to which the construction of “child” also implies a construction of “adult” is explored in the context of the history of culture and of child rearing, particularly in the rise of the modern middle-class European adult personality, which defined itself on the basis of its distance from childhood—both the child before it, and the child within. An ideal of adult maturity that includes rather than excludes childhood is capable of transforming our notions of optimal child rearing and education.
A Call for Change in Multicultural Training at Graduate Schools of Education: Educating to End Oppression and for Social Justice
Authors: Wallace Barbara C.
Published: February 2022

This article puts forth a call for change in multicultural training at graduate schools of education in order to prepare future professionals to work effectively within our increasingly diverse society. It is suggested that professionals well versed in multiculturalism need to consider how to revise and further refine multicultural training in order to better address linguistic and other diversity to be found among immigrants, as well as issues around sexual orientation, disability, and spirituality. Those relatively new to the field of multiculturalism are similarly encouraged to embrace the task of preparing themselves, appropriate curriculum, and their departments for the task of educating to end oppression and for social justice. Graduate schools of education are challenged to pursue the goal of organizational multicultural competence. Such a goal should be incorporated within the vision and mission of graduate schools of education across the nation, given the new demographics characterizing our increasingly diverse society.
The Brain-Mind Cycle of Reflection
Authors: Iran-Nejad Asghar , Gregg Madeleine
Published: February 2022

Educational researchers and practitioners agree that schooling must push beyond memorization into the realm of critical reflection. A model that facilitates instruction beyond the didactic approach, the input-elaboration-output model of constructive memory, has been used by many to describe the process of critical reflection. However, the current hegemony of this model has dampened the exploration, slowed the development, and limited the adoption (or even the consideration) of other perspectives. This paper discusses a theory of thinking, learning, and schooling based on recent developments in biofunctional cognition. At the heart of the theory is the notion that the brain-awareness-mind cycle, not the input-elaboration-output sequence, directly represents the natural course of human reflection. It is argued that what makes this brain-mind cycle of reflection possible is intuitive self-awareness. According to this theory, learning is best viewed not as the internalization of external knowledge but as wholetheme reorganization of the learner's own intuitive knowledge base. The application of the theory is illustrated with data from an experimental teacher education program.
Conflict amid Community: The Micropolitics of Teacher Collaboration
Authors: Achinstein Betty
Published: February 2022

A major reform surge that began in the mid-1980s has generated a renewed interest in fostering teacher community or collaboration as a means to counter isolation, improve teacher practice and student learning, build a common vision for schooling, and foster collective action around school reform. The term community often conjures images of a culture of consensus, shared values, and social cohesion. Yet, in practice, when teachers collaborate, they run headlong into enormous conflicts over professional beliefs and practices. In their optimism about caring and supportive communities, advocates often underplay the role of diversity, dissent, and disagreement in community life, leaving practitioners ill-prepared and conceptions of collaboration underexplored. This article draws on micropolitical and organizational theory to examine teacher communities. Building from case studies of two urban, public middle schools, this article shows that when teachers enact collaborative reforms in the name of community, what emerges is often conflict. The study challenges current thinking on community by showing that conflict is not only central to community, but how teachers manage conflicts, whether they suppress or embrace their differences, defines the community borders and ultimately the potential for organizational learning and change.
Conditions for Classroom Technology Innovations
Authors: Zhao Yong , Pugh Kevin , Sheldon Stephen , Byers Joe L.
Published: February 2022

This article reports on a study of the complex and messy process of classroom technology integration. The main purpose of the study was to empirically address the large question of “why don't teachers innovate when they are given computers?” rather than whether computers can improve student learning. Specifically, we were interested in understanding the conditions under which technology innovation can take place in classrooms. For a year, we followed a group of K–12 teachers who attempted to carry out technology-rich projects in their classrooms. These teachers were selected from more than 100 recipients of a technology grant program for teachers. The study found 11 salient factors that significantly impact the degree of success of classroom technology innovations. Some of these factors have been commonly mentioned in the literature, but our study found new dimensions to them. Others have not been identified in the literature. Each factor can be placed in one of three interactive domains, the teacher, the innovation, and the context. The article discusses the 11 factors in detail and proposes a model of the relationship among the different factors and their domains.
The Impact of Sleep on Learning and Behavior in Adolescents
Authors: Mitru Georgios , Millrood Daniel L. , Mateika Jason H.
Published: February 2022

Many adolescents are experiencing a reduction in sleep as a consequence of a variety of behavioral factors (e.g., academic workload, social and employment opportunities), even though scientific evidence suggests that the biological need for sleep increases during maturation. Consequently, the ability to effectively interact with peers while learning and processing novel information may be diminished in many sleep-deprived adolescents. Furthermore, sleep deprivation may account for reductions in cognitive efficiency in many children and adolescents with special education needs. In response to recognition of this potential problem by parents, educators, and scientists, some school districts have implemented delayed bus schedules and school start times to allow for increased sleep duration for high school students, in an effort to increase academic performance and decrease behavioral problems. The long-term effects of this change are yet to be determined; however, preliminary studies suggest that the short-term impact on learning and behavior has been beneficial. Thus, many parents, teachers, and scientists are supporting further consideration of this information to formulate policies that may maximize learning and developmental opportunities for children. Although changing school start times may be an effective method to combat sleep deprivation in most adolescents, some adolescents experience sleep deprivation and consequent diminished daytime performance because of common underlying sleep disorders (e.g., asthma or sleep apnea). In such cases, surgical, pharmaceutical, or respiratory therapy, or a combination of the three, interventions are required to restore normal sleep and daytime performance.
The Hunt for Disability: The New Eugenics and the Normalization of School Children1
Authors: Baker Bernadette
Published: February 2022

This paper is an attempt to reconsider issues of sameness, difference, equality, and democracy in present public school systems. It focuses on the question of (dis)ability and the implications of rethinking (dis)ability as an ontological issue before its inscription as an educational one concerning the politics of inclusion. The everyday dividing, sorting, and classifying practices of schooling are reconsidered through an analysis of old and new discourses of eugenics as “quality control” of national populations. The paper suggests that in the transmogrification of old to new eugenic discourses, disability becomes reinscribed as an outlaw ontology reinvesting eugenic discourse in a new language that maintains an ableist normativity. The paper concludes by considering the very difficult question of trying to imagine alternatives to sending the posse out in schools.
In Quest of Freedom: Towards Critical Pedagogy in the Education of Bilingual Youth
Authors: Hones Donald F.
Published: February 2022

There have been few studies done on bilingual middle and high school students, curricula, and programs in the United States. Although recently research in this area has increased, much of it tends to focus on how to prepare bilingual students with academic language, content area knowledge, and learning strategies needed for academic success. Nevertheless, a growing body of scholarly literature suggests the value of a dialogical process, especially in work with students who are not part of the dominant cultural and linguistic group. To analyze the need and the potential for critical pedagogy in the lives of bilingual students, I pursue the following research questions: What can a narrative, dialogic research process reveal about the lives of bilingual students, in and out of school? How can critical dialogues connect bilingual students’ lives with the curriculum of high schools? What can be the role of a university teacher education program in fostering such a dialogue about the curriculum, pedagogy, and students’ lives? Through a narrative, participatory research process the voices and experiences of three bilingual high school students are presented and interpreted through a critical pedagogical lens. The general lack of critical engagement that characterizes their formal high school experiences is noted. Nevertheless, the potential for a dialogic approach to learning becomes clear through the interactions of high school students, researchers, and preservice teachers from the university. Suggestions for researchers and educators are provided to encourage further development of critical approaches with bilingual youth.
In the Storm's Eye: How Race, Experience, and Exposure Shape Arizona Teachers’ Attitudes toward School Choice
Authors: Hess Frederick , Maranto Robert , Milliman Scott , Ferraiolo Kathleen Grammatico
Published: February 2022

Amidst the growing research on choice-based school reform, little attention has been paid to examining how teachers view school choice or what factors shape their attitudes. Teachers can impact the success of choice experiments through their willingness to launch and staff schools of choice, share information with teachers at those schools, and support change in their unions and communities. Examining Arizona, the state with the nation's most developed system of choice, we explore how personal traits, including race, tenure, partisanship, and familiarity with charter schooling, influence teachers’ attitudes toward charter schools and school vouchers. In addition, we examine how other school- or district-level variables, including culture and charter penetration, inform teachers’ views. Finally, to assess the effect of experience with school choice, we examine the factors that shape charter schoolteachers’ views about choice. Using a 1998 survey, we find that White, experienced, unionized, Democratic educators and those working in “positive” school environments are less supportive of school choice. Charter-school teachers are significantly more positive about school choice than their public school counterparts, although they do not respond to the same variables. The results can help illuminate the likely political prospects and practical effects of choice-based reform.
Fighting for Respect in Urban High Schools
Authors: Hemmings Annette
Published: February 2022

This article explores the crisis of respect needed to establish authority in two urban public high schools. The crisis was fueled by discourses with conflicting speech and normative codes that undermined the moral order in classrooms and corridors and caused students and teachers to fight for respect. In classrooms, the battles for respect were fought in defense of the dominant educational regime and control over the daily regimen of pedagogical practice. In corridors, students moved between the opposing poles of mainstream respectability and streetwise reputation as they vied for power in peer relations. The article concludes with recommendations for resolving the fight based on school-wide reform efforts and for addressing the conflicting discourses in a manner that engenders mutual respect between teachers and students in urban public high schools.
Constructive Conflict: How Controversy Can Contribute to School Improvement
Authors: Uline Cynthia L. , Tschannen-Moran Megan , Perez Lynne
Published: February 2022

Conflict, though often unsettling, is a natural part of collective human experience. It can leave participants ill at ease, so it is often avoided and suppressed. Yet conflict, when well managed, breathes life and energy into relationships and can cause individuals to be more innovative and productive. Conflict is present within our schools whether we like it or not. Educators must find ways to legitimize critique and controversy within organizational life. This article examines constructive conflict within the context of a comprehensive Midwestern high school engaged in significant reform efforts. Here conflict is employed as a means to promote individual and organizational learning and growth.
Zero Tolerance Policy in Schools: Rationale, Consequences, and Alternatives
Authors: Casella Ronnie
Published: February 2022

This article discusses theory and related policies that support zero tolerance policy in schools, including rational choice theory in criminology and national crime policies based on deterrence. Potential consequences of zero tolerance policy implementation in schools are also described. These consequences are shown to involve outcomes similar to those identified by researchers who have studied national crime policy, especially in relation to incarceration. Drawing from the qualitative data, anecdotal evidence, and related research, the article concludes with suggestions for violence prevention based on a model of restorative justice, including a practical agenda for what schools may do to prevent violence and to discipline students who act aggressively.
Ocularcentrism, Phonocentrism and the Counter Enlightenment Problematic: Clarifying Contested Terrain in our Schools of Education
Authors: Carspecken Phil Francis
Published: February 2022

Our schools of education today host two important counter-Enlightenment discourses, criticalism and postmodernism. Graduate students inevitably encounter both discourses when taking their required classes in research methods, along with modernist modes of thinking embedded within mainstream research methodologies. These three modes of thought and practice—the modernist mainstream, criticalism and postmodernism—are also found within such educational fields as curriculum studies, multiculturalism, literacy and social foundations. Differences between criticalism and postmodernism are difficult to articulate, and confusion abounds. Both criticalism and postmodernism have distinguishing features based on their challenge to ocularcentric and phonocentric theories of truth that can be found underlying the assumptions of mainstream social research methodologies. Ocular- and phonocentrism also operate within the popular cultures of modernity. This paper clarifies differences between postmodernism and criticalism through a very partial exploration of ocular- and phonocentric theories of truth and meaning. The alternatives opened by these counter-Enlightenment discourses are reviewed and compared. The problematical relations between knowledge and representation, knowledge and power, and sameness and difference are simultaneously explored, as is the concept of self. The essay argues that certain popular postmodern themes are importantly insightful but best relocated within a criticalist framework. Criticalism provides a more promising direction for counter-Enlightenment thought and practice, but criticalism is an unfinished project in need of further work.
When are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective
Authors: Mickelson Roslyn Arlin
Published: February 2022

In this article I seek to answer the question, “When are racial disparities in education the result of racial discrimination?” To answer it I synthesize the social science research on racially correlated disparities in education. My review draws from the sociology, anthropology, political science, psychology, history, and education literatures. I organize explanations into six categories: biological determinism, social structure, school organization and opportunities to learn, family background, culture, and the state. I arrive at three answers. The first is a definition: Racial discrimination in education arises from actions of institutions or individual state actors, their attitudes and ideologies, or processes that systematically treat students from different racial/ethnic groups disparately or inequitably. The second answer is that while distinguishing racial discrimination from disparities may be an interesting intellectual, legal, and statistical challenge, the conclusion probably is less meaningful than social scientists and policy makers might hope. The third answer follows from the first two. I propose the following reformulation of the original question: “When are racial disparities in education not due to discrimination?” I argue that the reformulated question is more likely to bring solutions to the race gap than the original one. Even if we conclude that discrimination does not cause racial disparities in education, we should not conclude that schools have no role in addressing them. If public schools do not address educational disparities, then who or what institution will?
Of What Use is It? Multiple Conceptualizations of Service Learning within Education
Authors: Butin Dan W.
Published: February 2022

Service learning has become a prominent feature of the K-16 educational landscape. Service learning is seen to enhance student outcomes, foster a more active citizenry, promote a “scholarship of engagement” among teachers and institutions, support a more equitable society, and reconnect K-16 schools with their local communities. Yet despite (or perhaps because of) the recent proliferation and expansion of service-learning theory and practice, there is a troubling ambiguity concerning even basic principles and goals in the service-learning literature. This article attempts to clarify service-learning practice and theory by offering four distinct conceptualizations of service learning: technical, cultural, political, and poststructuralist. In so doing, it hopes to accomplish two goals: first, to clarify the assumptions of and implications for service learning within each perspective; second, to suggest that the dissonance and synthesis across multiple perspectives offers a means of reframing some of the most vexing problems within service-learning theory and practice. Specifically, this article focuses on the limited community impact of service learning, the limited empirical evidence for defining and articulating best practices that lead to meaningful and sustained student outcomes, and the difficulty of rigorous and authentic assessment of service-learning outcomes. The article offers a means, through multiple perspectives, of reframing and dealing with such issues.
Essentials of Student Assessment: From Accountability to Instructional Aid
Authors: Linn Robert L.
Published: February 2022

There is a growing consensus as to the need for revising instruction in assessment at the preservice and in-service levels. After discussing the mismatch between instructional priorities in measurement courses and the perceived needs of teachers, Linn proposes seven general assessment topics that need more attention in teacher education.
Inside the Classroom: Social Vision and Critical Pedagogy
Authors: Bigelow William
Published: February 2022

Bigelow, a secondary school teacher in Portland, Oregon, believes that public schooling in the United States serves social and economic class interests very unequally, and that one justifiable response for the educator is to help equip students to understand and critique the society in which they live. This article portrays students and teachers engaging in the kind of structured dialogue that Bigelow says is essential to the critical pedagogy he employs.
The School-to-Career Transition in Germany and the United States
Authors: Hamilton Stephen F. , Hurrelmann Klaus
Published: February 2022

This article compares the structure of the educational systems in the United States of America and the Federal Republic of Germany, with emphasis on organizational and cumricular features of both school-based and work-based preparation for employment. The German and American educational systems have developed fundamentally different models for the transition from the educational system into the labor market. These differences, which are characterized as differences in the systems’ transparency and permeability, affect young people's motivations for school achievement, their conceptions of work, and their future orientations. The article concludes with recommendations for improvements in both systems that could be achieved by borrowing from each other.
African-American Teachers in the South, 1890–1940: Growth, Feminization, and Salary Discrimination
Authors: Fultz Michael
Published: February 2022

The intent of this article is twofold: (1) to analyze data on demographic trends in the growth of the African-American teaching force in the South from 1890 to 1940, highlighting, in particular, the significant feminization of the black teaching corps that took place over this period; and (2) to investigate the complex topic of discriminatory salaries for African-American teachers, and to illuminate the African-American perspective on the interrelated issues involved. The history of African-American teachers in the South has been a neglected area of American educational history, and consequently the feminization of the black teaching cadre has seldom been systematically examined. Likewise, paltry, discriminatory salaries were a linchpin in the South's system of segregated schooling, but their pervasive influence on a number of aspects of the African-American educational experience, and the arguments crafted by African-American educators, has not been fully considered. The broader intent, of course, is to begin to lay the groundwork for a rich and dynamic consideration of the problems and the achievements, the possibilities and the limitations, of African-American teachers in the era of de jure segregation.
The Ethics of Talk: Classroom Conversation and Democratic Politics
Authors: Grant Ruth W.
Published: February 2022

Recognizing that there is an ethical dimension to conversation generally, I raise the question: What is the ethical impact of conversation in the classrdom? This is an important issue for democracies, where the quality of politics depends heavily on the quality of public discourse. Recently, university education has been criticized for fostering a moral relativism and partisanship that are weakening American civic life. I argue that the experience of critical inquiry conducted through classroom dialogue can cultivate precisely those ethical characteristics required of participants in the public life of a deliberative democracy.
Looking beneath the Surface: Teacher Collaboration through the Lens of Grading Practices
Authors: Kain Daniel L.
Published: February 2022

Teacher teams at a new school were observed during their first year working together. Based on these observations plus interviews and document analysis, this article describes a “crisis” in teacher relations (a controversy about grading) and the practice of collaboration as it is revealed in this crisis. The discussion highlights the importance of teacher teams’ maintaining their planned focus despite impinging school crises, informing newcomers of the history of decisions and norms, articulating clear purposes for their work together, and addressing the power of traditions in attempts to innovate. The article concludes that this collaboration is an effective means for teachers to reexamine educational practices.
Teaching the Boys: New Research on Masculinity, and Gender Strategies for Schools
Authors: Connell R. W.
Published: February 2022

This article draws on new social-scientific research on masculinity to develop a framework for understanding gender issues in the education of boys. Gender is constructed within institutional and cultural contexts that produce multiple forms of masculinity. Normally one form is hegemonic over others. Schools are active players in the formation of masculinities. Schools’ overall gender regimes typically reinforce gender dichotomy, though some practices reduce gender difference. Masculinizing practices are concentrated at certain sites: curriculum divisions, discipline systems, and sports. Pupils are also active in constructing masculinities. Pupil cultures commonly emphasize heterosexual relationships and construct gender hierarchies. Boys take up the offer of gender privilege in diverse ways, ranging from protest masculinity to anti-sexism. The goals of educational work with boys include pursuing knowledge, improving relationships, and pursuing justice. Programs may be either gender-specific or gender-relevant. Experiential methods have been most common, but are vulnerable to disruption; other methods are being explored. The main groups who shape the process of change—the pupils, their parents, their teachers, and social movements—have divided interests. Yet their interaction, plus pressure from the wider world, is likely to produce growing educational attention to issues about boys and masculinity.
Apartheid and the Socio-Political Context of Education in South Africa: A Narrative Account
Authors: Constas Mark A.
Published: February 2022

Historically, education in South Africa formed an important part of the government's plan to develop a racially segregated society. While there is a significant amount of research that describes the widespread problems of schooling in South Africa, there are few reports about the subjective qualities of education. The primary purpose of the present article is to provide a more personalized account of what it has meant to be educated as a student and to work as a teacher under the conditions of apartheid. In order to accomplish this objective, a life history approach was combined with an archival review to construct a narrative account of selected aspects of the education provided for black South Africans. Because of the long-standing political oppression of South Africa's black population, it was considered important to develop such a record by listening to the voices of individuals who, as students, endured poor educational conditions only to find themselves, as teachers, practicing under circumstances that were largely unchanged. Within the life-history approach, interview data were obtained from two teachers, who attended schools and began their respective teaching careers during different periods of South Africa's sociopolitical history. In order to contextualize the findings, the participants’ experiences were considered in relation to selected elements of the legislative and political history of South Africa. The empirical result of the research is an historical description of education in South Africa, illustrated by the personal stories and professional experiences of two practicing teachers. The article concludes by considering the way in which selected theories of oppression and resistance explain or fail to explain the experiences of the two participants.
“Open Education” Revisited: Promise and Problems in American Educational Reform (1967–1976)
Authors: Smith Lydia A. H.
Published: February 2022

Between 1967 and 1976, that period of social/political protest and reform, the ideas and practices of “open education” spread rapidly across this country. Educators were caught up in a kind of education that seemed to answer the many strident criticisms of American public schools. News of successful English informal schools fanned the flames. It was a time of excitement, progress, and optimism that schools could make a positive difference in the lives of children, contribute to the search for alternatives to existing social institutions, and promote the liberation of the human mind and spirit, so long desired and so seldom achieved.

This informal, nontraditional style of education seemed to promise much, but it brought serious problems with it because it would require fundamental changes, both in institutional practices and policies and in basic assumptions about children, teaching and learning, and the role of schools in the American society.

Support was gradually withdrawn and America went “bask to basics.” However, contemporary educational research seems now to bear out the basic notion of the open classroom, namely, that children can and should be taught in the ways they learn best. It is time for another look at “open education.”
Changing Teacher Education through Professional Development School Partnerships: A Five-year Follow-up Study
Authors: Teitel Lee
Published: February 2022

This article examines the effect involvement with professional development schools (PDSs) has had on the way colleges or universities prepare teachers, by following several partnerships that were begun in the mid-1980s, studied in 1990, and revisited in late 1995-1996. The article finds that the most dramatic changes in the school-based components of teacher education (field work or student teaching) took place in the early years, with more subtle refinements in the last five years due to the maturation of the partnership relationship leading to greater understanding and colleagueship between cooperating teachers and college supervisors. Changes in the campus-based components of teacher preparation are reported, caused by increased roles of school-based faculty in teaching college courses and in giving feedback on courses and overall preparation programs, and by changes in the attitudes and approaches of campus-based faculty members. The article also looks at the degree to which these changes have been institutionalized and what factors have helped or hindered that process. It concludes by assessing these changes in light of the potential for PDS-type partnerships to provide for the “simultaneous renewal” of schools and of colleges or universities and by raising questions about the degree to which these changes, as important as they are, are impacting the core enterprise at each institution.
Willard Waller's “Sociology of Common Sense” A Tribute at Sixty-Six
Authors: Testa Randy
Published: February 2022

Two years before the millennium, I take a close look at Waller's classic text to see how well it holds up and what it offers first-time readers of educational sociology today. In this review, I locate Waller's work within the social psychology of W. I. Thomas, place it against the backdrop of the American pragmatists, and pay attention to Waller's keen interest in the works of Sigmund and Anna Freud. I argue that The Sociology of Teaching: (1) offers a fresh, trenchant discussion of the teacher's psyche and the inner experience of teaching; (2) makes a strong case that teacher-education programs should help beginning teachers understand how they are being socialized into the profession; (3) stands as a prototype for what is meant today by “arts-based qualitative research,” and (4) offers a rich compendium of projects whereby beginning students of school ethnography might become better educated themselves. In this essay review, I pay tribute to The Sociology of Teaching, an American educational original and its colorfully iconoclastic author.
Standards for Science Education
Authors: Raizen Senta A.
Published: February 2022

After providing the current rationale and historical background for educational standards, this article discusses various meanings and interpretations attached to this term. It then provides a comparative analysis of three sets of publications that are seen as providing national standards for science education, developed by the National Science Teachers Association, the American Association for the Advancement of Science, and the National Research Council. Next, the role of assessment in setting standards is discussed; in particular, the science frameworks used by the National Assessment of Educational Progress and the Third International Mathematics and Science Study, the work of the New Standards Project; and the expectations built into rigorous university entrance exams, as represented by the Advanced Placement examinations. The article also addresses the current status of state science curriculum frameworks, including commonalities and variations among them. It concludes with a brief discussion of standards and framework documents, whether nationally or state developed, as policy levers for reforming science education in elementary and secondary school.
A Commentary on the Profound Changes Envisioned by the National Science Standards
Authors: Wright John C. , Wright Carol S.
Published: February 2022

The national standards for science education set the goal for all students to attain scientific literacy, but they do not specify how to reach that goal. This article seeks to achieve a clearer understanding of scientific literacy from the viewpoint of a university faculty member. For scientific literacy, it is essential that all students acquire more than mere knowledge and appreciation of science. They must also develop a “can-do” attitude and effective problem-solving skills and apply them in their everyday lives. These attitudes and skills require inquiry experiences at all grade levels, and it is crucial for university faculty to provide similar experiences for our future teachers. Attaining those skills requires student control over their own learning if they are to have ownership. Successful curriculum reform requires changes in the attitudes and traditions that shape how students, faculty, and parents perceive the learning process. The article concludes with the question whether there are still crucial questions to answer before the foundations are strong enough to support massive systemic reform.
The Structure of Discussions that Promote Reasoning
Authors: Chinn Clark A. , Anderson Richard C.
Published: February 2022

Discussions featuring reasoned argumentation among students have the potential to increase students’ motivation and to help students learn to reason well. This article analyzes the structure of the argumentative discourse produced when children discuss issues raised by stories they have read. Two complementary approaches are developed to represent the structure of the argumentation. The first approach, the argument network, represents argumentation within groups of students as an interlocking web of premises and conclusions. The second approach, the causal network, represents the argumentation primarily as events linked in a causally connected narrative sequence. We discuss implications of these two approaches for instruction and research. Argument networks and causal networks provide insights into how teachers and students can improve discussions, and they suggest instructional strategies that can promote the development of students’ reasoning.
Storm over the Schoolhouse: Exploring Popular Influences upon the American Curriculum, 1890–1941
Authors: Zimmerman Jonathan
Published: February 2022

Recent histories of the American curriculum have shown how citizen groups influenced local course offerings and state requirements during the early twentieth century. Using case studies of three subject areas—history, military training, and foreign languages— this article demonstrates that lay activists also affected the content and even the enrollment of these courses. The article illustrates the enormous range of citizens who entered curricular disputes, the diversity of strategies they employed, and the disparate results of their efforts. It also suggests a new explanation for the decline of the traditional “3 R's” and the rise of a more “practical,” differentiated curriculum between the turn of the century and World War Two. Hardly the pawns of school officials, laypeople had their own “practical” reasons for embracing this trend: it opened the door to whatever new agendas they hoped to inject. Across the ideological spectrum, then, citizen groups joined hands to condemn old-fashioned, academic curricula. Not until the late 1940s would conservative activists rally around the 3 R's, sparking a new school war that still rages today.