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Abstract: Teaching has always been crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom, or conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators – the adults in a school building – have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world. While easy to think and say, such short-term and long-term work is difficult to enact. Therefore, we want to help you spark conversations about how we can individually and collectively work together to reimagine your classroom and school as sites of equitable learning opportunities.
David Stroupe, Anna Kramer, and Lindsay Berk PubDate: Mon, 15 May 2023 15:02:00 GMT
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Abstract: On December 7, 2022, President Biden announced a new initiative “to provide all students with the opportunities they need to access and excel in science, technology, engineering, math, and medical (STEMM) fields” (EdWeek, 2022). This initiative joins similar ones previously proposed by both Democratic and Republican administrations at the beginning of their terms. Yet, little seems to change. There continues to be too few qualified and interested young people to fill the demand for STEM workers. There continues to be large groups of young people--of color, from lower-income backgrounds, and girls and women-- who are underrepresented in critical areas of both STEM education and STEM work. Trend data indicate that the number of women in STEM jobs would need to double, the number of Black people would need to double, and the number of Hispanic people would need triple to reflect US societal demographics by 2030 (NSF as reported in EdWeek, 2022). Why do these patterns persist despite the many and varied attempts to change them'
Margaret A. Eisenhart and Lois Weis PubDate: Mon, 01 May 2023 14:48:00 GMT
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Abstract: How can we support all teachers so that they continue to learn and improve throughout their careers' How can we ensure that all students receive high-quality instruction every day in every classroom' These were some of the motivating questions that prompted forty-four US states to implement reforms to their teacher evaluation practices in the early 2010s. These new policies sought to improve student outcomes by providing developmental supports to grow teachers’ skills and by imposing accountability pressures to increase their effort levels. While these joint aims are firmly part of the design of most present-day teacher evaluation policies, researchers and policy makers have too infrequently reflected on the interactions between these goals.
David D. Liebowitz PubDate: Mon, 06 Mar 2023 16:28:52 GMT
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Abstract: Until recently, there has been little attention paid to racism and White supremacy in global education circles, despite clear associations between the International Aid System and its colonial and racist foundations. Spurred by the Black Lives Matter movement, long-running critiques of the aid sector, made by Global South activists and Black women, in particular, have gained traction in mainstream media, practitioner circles, and foreign aid–related blogs since the summer of 2020.
Francine Menashy and Zeena Zakharia PubDate: Mon, 13 Feb 2023 20:40:00 GMT
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