Pub Date : 2024-01-22DOI: 10.1177/01614681241227041
E. Mandinach
This article describes how mentorship and editorial guidance is important in the development and production of special issues of journals. Editors need to recognize the potential of emerging topics of interest in the field and sometimes take risks to publish cutting edge issues. Teachers College Record has a history of publishing outstanding and informative special issues. This article outlines the process for the development of one such special issue and credits the editors for their assistance and insights.
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Pub Date : 2024-01-17DOI: 10.1177/01614681241227054
Conra D. Gist, Emma Parkerson, Ke Wu
The importance of educator diversity is becoming increasingly evident as research demonstrates the positive impact of Teachers of Color and Indigenous Teachers (TOCIT) on student learning and achievement, particularly among underrepresented groups (Dee, 2004; Gershenson et al., 2018; Grissom & Redding, 2016; Shirrell et al., 2021). Despite this, progress toward diversifying the educator workforce remains slow, signaling the need to advance educator diversity through a radical reimagining of teacher development systems. The use of research–practice partnership (RPP), a research approach that facilitates collaboration between practitioners and researchers, may be a promising model for addressing this perennial challenge.
{"title":"Equity-Centered Research–Practice Partnerships: An Approach for Advancing Educator Diversity in Education Systems","authors":"Conra D. Gist, Emma Parkerson, Ke Wu","doi":"10.1177/01614681241227054","DOIUrl":"https://doi.org/10.1177/01614681241227054","url":null,"abstract":"The importance of educator diversity is becoming increasingly evident as research demonstrates the positive impact of Teachers of Color and Indigenous Teachers (TOCIT) on student learning and achievement, particularly among underrepresented groups (Dee, 2004; Gershenson et al., 2018; Grissom & Redding, 2016; Shirrell et al., 2021). Despite this, progress toward diversifying the educator workforce remains slow, signaling the need to advance educator diversity through a radical reimagining of teacher development systems. The use of research–practice partnership (RPP), a research approach that facilitates collaboration between practitioners and researchers, may be a promising model for addressing this perennial challenge.","PeriodicalId":508365,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":" 570","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139617758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1177/01614681241227053
Xueli Wang, Nicole Contreras-García, Kelly Wickersham
As colleges and universities continue to navigate the longer-term impacts of the COVID-19 pandemic, a wealth of knowledge and insights exists within many community colleges to inform how to best prepare students for the fast-changing demands of learning, work, and life. Using a strengths-based approach and interviews with students from three large community colleges in the Midwest, this study explores how a community college education prepared students for the pandemic and areas in which students could be better equipped. The students appreciated their community college education for its practicality of training and research capacity, technology and communication skills in virtual formats, cultivating resilience, diversity as a highlight, and an education for the community. Areas where the students wished they had learned more were handling stress and managing time, engaging with diverse perspectives and work styles, and keeping up with the evolving technology landscape.
{"title":"Take a Page Out of the Community College Playbook: How a Community College Education Prepared Students to Meet Pandemic Challenges","authors":"Xueli Wang, Nicole Contreras-García, Kelly Wickersham","doi":"10.1177/01614681241227053","DOIUrl":"https://doi.org/10.1177/01614681241227053","url":null,"abstract":"As colleges and universities continue to navigate the longer-term impacts of the COVID-19 pandemic, a wealth of knowledge and insights exists within many community colleges to inform how to best prepare students for the fast-changing demands of learning, work, and life. Using a strengths-based approach and interviews with students from three large community colleges in the Midwest, this study explores how a community college education prepared students for the pandemic and areas in which students could be better equipped. The students appreciated their community college education for its practicality of training and research capacity, technology and communication skills in virtual formats, cultivating resilience, diversity as a highlight, and an education for the community. Areas where the students wished they had learned more were handling stress and managing time, engaging with diverse perspectives and work styles, and keeping up with the evolving technology landscape.","PeriodicalId":508365,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":" September","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-06DOI: 10.1177/01614681231223343
Michael Gottfried, Tina Fletcher, Meghan Comstock
Kindergarten mathematics instruction is critical for students’ future academic success. The nature and quality of this instruction may vary depending on classroom characteristics. However, little empirical work has examined how mathematics instruction in kindergarten might differ based on classroom performance levels. This study focuses on whether kindergarten teachers’ mathematics instructional practices differ based on reported performance levels of students in the classroom. In particular, we focused on whether mathematics instructional time, as well as the extent to which teachers use traditional versus ambitious mathematics practices, differed based on teaching a higher proportion of children performing below grade level. This study used a nationally representative dataset of approximately 2,900 kindergarten teachers from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11. With these data, the study utilized a model that compared teachers to each other within the same school (i.e., school fixed effects). This study found that mathematics instructional time did not differ based on the proportion of children reported to be below grade level in the classroom. However, how teachers taught mathematics differed: teachers who reported having a greater percentage of students performing below grade level used ambitious practices less frequently. These findings were not moderated by measures of teacher background or teachers’ reported expectations of their students.
幼儿园数学教学对学生未来的学业成功至关重要。这种教学的性质和质量可能因班级特点而异。然而，很少有实证研究探讨幼儿园数学教学如何根据课堂表现水平而有所不同。本研究的重点是，幼儿园教师的数学教学实践是否会因学生在课堂上的表现水平而有所不同。特别是，我们关注的重点是，数学教学时间以及教师使用传统数学教学方法与雄心勃勃的数学教学方法的程度，是否会因教学成绩低于年级水平的儿童比例较高而有所不同。本研究使用了一个具有全国代表性的数据集，该数据集包含了 "幼儿纵向研究"（Early Childhood Longitudinal Study, Kindergarten Class of 2010-11）中的约 2,900 名幼儿园教师。利用这些数据，研究采用了一个模型，对同一所学校的教师进行比较（即学校固定效应）。研究发现，数学教学时间并不会因为班级中低于年级水平的儿童比例而有所不同。然而，教师教授数学的方式却有所不同：那些报告有更大比例的学生成绩低于年级水平的教师较少使用雄心勃勃的教学方法。这些结果并没有受到教师背景或教师对学生期望的影响。
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Pub Date : 2024-01-03DOI: 10.1177/01614681231222722
Paul D. Umbach, Stephen R. Porter, Chris Willis
We provide results from the first national survey of research university faculty on the effect of the COVID-19 pandemic on research productivity and tenure and promotion plans. Our analytic sample consists of almost 4,000 tenured and tenure-line faculty from 31 research universities. A large majority of faculty report disruptions to research due to the pandemic, with time spent moving instruction online listed as the most common cause (80%), followed by travel restrictions (80%) and inability to focus attention (66%). Although the extent of research disruption varied across academic disciplines, the reasons for disruptions were remarkably similar across disciplines. Forty-two percent of junior faculty stated they were likely to extend their tenure clocks due to the pandemic.
{"title":"Effects of the Pandemic on Faculty at Public Research Universities","authors":"Paul D. Umbach, Stephen R. Porter, Chris Willis","doi":"10.1177/01614681231222722","DOIUrl":"https://doi.org/10.1177/01614681231222722","url":null,"abstract":"We provide results from the first national survey of research university faculty on the effect of the COVID-19 pandemic on research productivity and tenure and promotion plans. Our analytic sample consists of almost 4,000 tenured and tenure-line faculty from 31 research universities. A large majority of faculty report disruptions to research due to the pandemic, with time spent moving instruction online listed as the most common cause (80%), followed by travel restrictions (80%) and inability to focus attention (66%). Although the extent of research disruption varied across academic disciplines, the reasons for disruptions were remarkably similar across disciplines. Forty-two percent of junior faculty stated they were likely to extend their tenure clocks due to the pandemic.","PeriodicalId":508365,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":"54 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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