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Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research
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Powell, Rebecca; Cantrell, Susan Chambers; Malo-Juvera, Victor; Correll, Pamela – Teachers College Record, 2016
Background: Many scholars have espoused the use of culturally responsive instruction (CRI) for closing achievement gaps, yet there is a paucity of research supporting its effectiveness. In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) as a…
Descriptors: Culturally Relevant Education, Mixed Methods Research, Faculty Development, Program Implementation
Do Incentive-Based Programs Improve Teacher Quality and Student Achievement? An Analysis of Implementation in 12 Urban Charter Schools
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Kaimal, Girija; Jordan, Will J. – Teachers College Record, 2016
Context: Policymakers have increasingly advocated for incentive-based approaches for improving urban schools. Purpose of the study: Few studies have examined the implementation of incentive based approaches in the urban charter school context. This paper presents research findings from a 4-year longitudinal study of the implementation of a…
Descriptors: Urban Schools, Charter Schools, Incentives, Teacher Competencies
Expansive Openness in Teacher Practice
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Kimmons, Royce – Teachers College Record, 2016
Background/Context: Previous work on the use of open educational resources in K-12 classrooms has generally focused on issues related to cost. The current study takes a more expansive view of openness that also accounts for adaptation and sharing in authentic classroom contexts. Purpose/Objective/Research Question/Focus of Study The study seeks to…
Descriptors: Educational Resources, Institutes (Training Programs), Summer Programs, Intervention
Understanding Differences in Instructional Quality between High and Lower Value-Added Schools in a Large Urban District
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Smith, Thomas M.; Preston, Courtney; Haynes, Katherine Taylor; Booker, Laura Neergaard – Teachers College Record, 2015
Background/Context: High schools are under increasing pressure to move beyond just graduating students, and many high schools today continue to have low rates of student retention and learning, particularly for students from traditionally low-performing subgroups. Differential dropout rates, wherein low-income students, minorities, and English…
Descriptors: Instructional Effectiveness, Educational Quality, Low Achievement, High Achievement
School, Activism and Politics at the Movies: Educator Reactions to the Film "Waiting for 'Superman'"
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Wessel Powell, Christy – Teachers College Record, 2014
Context: The documentary film about U.S. education reform, "Waiting for 'Superman'," was met with acclaim and controversy when released to theaters in 2010, and again when launching its grassroots "host a screening" campaign in 2011. The campaign ran concurrent with 2011 state legislative sessions, during which several states…
Descriptors: Documentaries, Films, Educational Change, State Legislation
ELL Policy and Mathematics Professional Development Colliding: Placing Teacher Experimentation within a Sociopolitical Context
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Battey, Daniel; Llamas-Flores, Silvia; Burke, Meg; Guerra, Paula; Kang, Hyun Jung; Kim, Seong Hee – Teachers College Record, 2013
Background/Context: A number of recent policies have specifically attacked immigrants and English Language Learners (ELLs), including Georgia's HB 87 (2011), Arizona's SB 1070 (2010), and Alabama's HB 56 (2011), among others. The policy focus of this study is Arizona's HB 2064 (2006), which added additional requirements that mandate tracking…
Descriptors: English Language Learners, Educational Policy, Mathematics Education, Faculty Development