Teachers College Record

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Improving Education by Talking: Argument or Conversation?
Teachers College Record - Tập 86 Số 3 - Trang 441-453 - 1985
Margret Buchmann
Whose Problem is It? Gender Differences in Faculty Thinking about Campus Service
Teachers College Record - Tập 118 Số 8 - Trang 1-38 - 2016
KerryAnn O’Meara
Background/ContextEmpirical evidence suggests women faculty spend more time in campus service than men, which perpetuates inequality between men and women because research is valued more than service in academic reward systems, especially at research universities.Purpose/Focus of StudyIn this ...... hiện toàn bộ
Moving beyond Celebration: Challenging Curricular Orthodoxy in the Teaching of Brown and Its Legacies
Teachers College Record - Tập 107 Số 9 - Trang 2046-2067 - 2005
Diana Heß
The case of Brown v. Board of Education of Topeka holds an esteemed position in the secondary school curriculum. Given prominent attention in virtually all social studies textbooks and included in more state standards documents than any other Supreme Court ruling, the Brown decision is often presented to secondary school students as a democratic achievement of such magnitude that it deser...... hiện toàn bộ
The Hunt for Disability: The New Eugenics and the Normalization of School Children1
Teachers College Record - Tập 104 Số 4 - Trang 663-703 - 2002
Bernadette Baker
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 scho...... hiện toàn bộ
The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education
Teachers College Record - Tập 121 Số 12 - Trang 1-28 - 2019
David Phelps
Background Partnerships between schools and universities are increasingly advocated as a way to bridge the research–practice gap in education. Empirical research has revealed a wide variety of benefits that these partnerships can bring to merging research and practice. Yet, empirical studies also demonstrate that merging research and practice through part...... hiện toàn bộ
Supporting Use of Data and Evidence from Early Warning Indicator Systems in Research–Practice Partnerships
Teachers College Record - Tập 122 Số 14 - Trang 1-24 - 2020
William R. Penuel, Caitlin C. Farrell, Julia Daniel
Background/Context Research on data and evidence use suggest that productive use depends on interactive processes, including sustained interactions between educators and researchers. Recent research on research-practice partnerships (RPPs) has examined conditions under which these sustained collaborations support evidence use. Findings from these studies ...... hiện toàn bộ
Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership
Teachers College Record - Tập 122 Số 9 - Trang 1-30 - 2020
Dana Vedder‐Weiss, Adam Lefstein, Aliza Segal, Itay Pollak
Background Research–practice partnerships (RPPs) are proliferating in education, generating increasing interest and posing many challenges. In this study, we shed light on the challenge of supporting practitioners> leadership and building capacity in an RPP. In the RPP literature, practitioner leadership is often highlighted as both a way to improve de...... hiện toàn bộ
Staff Development and School Change
Teachers College Record - Tập 80 Số 1 - Trang 1-18 - 1978
Milbrey Wallin McLaughlin, David Marsh
Tạo dựng Tương lai Toán học thông qua Phương pháp Giảng dạy Bình đẳng: Trường Hợp Trường Railside Dịch bởi AI
Teachers College Record - Tập 110 Số 3 - Trang 608-645 - 2008
Jo Boaler, Megan Staples
Thông tin/Ngữ cảnh Các thực hành phân loại trường đã được ghi nhận nhiều lần là có tác động tiêu cực đến sự phát triển bản thân và thành tích của học sinh, đặc biệt là đối với những học sinh được phân vào nhóm thấp hơn. Dù có những ghi chép này, việc phân loại vẫn tồn tại như một thực hành chuẩn mực trong các trường trung học của Mỹ, có thể một phần là bở...... hiện toàn bộ
The More Things Change, the More They Stay the Same: Excavating Race and the Enduring Racisms in U.S. Curriculum
Teachers College Record - Tập 117 Số 14 - Trang 103-130 - 2015
Anthony L. Brown, Keffrelyn D. Brown
Drawing from Omi and Winant's (1994) racial formation theory and Holt's (1995) theory of race marking, in this chapter, we explore the context of race and curriculum for African Americans during post-Reconstruction and the post-civil rights era. Our inquiry focused on the racial discourses located in two sources of curricula knowledge: children's literature and U.S. history textbooks. In ...... hiện toàn bộ
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