The full-length American Journal of Education article can be accessed here. Months into the 2020-2021 school year, I asked Kendra what it was like meeting new rosters of students virtually. Like nearly all teachers I interviewed, she took issue with the question, claiming she had “not met” most of her students. Teaching remotely meant talking to muted
The American Journal of Education Forum Editorial Board is excited to launch the Lingering Effects of COVID-19 in Education mini-series, featuring those dedicated to transforming the PK-20 and adult education system: teachers, principals, instructional coaches, activists, researchers, and community members. The pandemic has both perpetuated and shed a stark spotlight on long-standing educational inequities for Black
The full-length American Journal of Education article by Sarah W. Beck and Amanda J. Godley can be accessed here. As entry into four-year colleges becomes more competitive each year, equalizing opportunity in college admissions for first generation, low-income and racially and linguistically minoritized students remains a persistent challenge (Nietzel 2021; Serling 2019). There is a need for
The full-length American Journal of Education article by Redding & Hunter can be accessed here Opportunities for formal teacher leadership roles have increased in recent years, including forms of teacher leadership explicitly focused on instructional improvement (Donaldson et al. 2008; Wenner and Campbell 2017). Two prominent teacher leadership roles include instructional coaches (ICs) and teacher peer observers
The full-length American Journal of Education article by Debs et al. can be accessed here In our increasingly diverse but segregated society, how and why urban school parents choose schools has been a popular topic in the media and scholarly literature. Most of this work, including some of our own, assumes that privileged parents always tend to act
The full-length American Journal of Education article by Carroll et al. can be accessed here. Incorporating social and emotional well-being into school policy and practice has never been more important, with clear links established between academic achievement and the explicit teaching of social emotional learning (Durlak et al. 2011). Yet very little research captures the policy challenges
The full-length American Journal of Education article by Gelber can be accessed here. Founded by the National Education Association (NEA) in 1937, the Future Teachers of America (FTA) was a network of high school clubs that intended to attract teenagers to teaching careers. NEA leaders hoped that FTA clubs could recruit teachers during their adolescence,
The full-length American Journal of Education article by Paulick, Park, & Cornett can be accessed here. Connections between homes and elementary schools are vital for students, families, and teachers alike. When teachers understand students’ and families’ cultures, they can engage in culturally responsive teaching; when children and families feel seen and heard, they are more likely to
