From our journals: Legislating what matters
By: Linda K. Mayger, The College of New Jersey and Kathleen Provinzano, Drexel University
Published in: Education Policy Analysis Archives, Jan. 18, 2022
Seeking to understand how states are characterizing exemplary teaching in terms of family and community engagement, this study uses directed qualitative content analysis to examine 15 teacher evaluation rubrics or standards. The findings indicate that many evaluation systems were narrowly focused on the procedural aspects of teaching and teacher engagement with families was too often viewed as a mechanism to yield academic gains and meet legal requirements. The rubrics that explicitly stated that teachers should be culturally responsive provided a semblance of hope for pushing evaluative practices through the engagement barrier and into a space of collaboration that departs from dominant school-based approaches. These results have implications for the design of teacher evaluation policy and the furthering of equity-centered partnerships with families and communities.
By: Kristina F. Brezicha, Georgia State University
Published in: Education Policy Analysis Archives, Jan. 25, 2022
This comparative case study examines the policies of two new immigrant destinations in the U.S. and Canada that experienced a rapid influx of immigrants over the last 20 years. Using an integrated framework of policy design theory and the context of reception, this paper analyzes the framing of immigrant students in the state, district and school-level policies. Interviews with immigrant students in these communities show how these policies shaped their schooling experiences and communicated important messages to them about their role in their new communities, shaping their political identities. The findings highlight the important interplay of these different policymakers in shaping the contexts of receptions students encountered.
By: Jordan J. Conerty, University of Illinois at Urbana-Champaign
Published in: Education Review, Jan. 26, 2022
This book, authored by V. Scott H. Solberg will be a valuable reference to educators in settings of all types, although the primary focus and evidence is rooted in public K–12 education, notes Conerty. It could be used as theoretical text in an educational leadership classroom, or, in Conerty’s context, a practical guide for a professional learning community. According to Conerty, Sonber’s work is immensely helpful for educational leaders looking to build a full-fledged ILP program but might be less encouraging to those who wish to only co-opt bits and pieces of his comprehensive plan. Conerty used this book to inspire a career exploration program for high school students, and needed every component that Solberg brought into focus for the program to best serve his students. The density of the text’s descriptions, case studies and anecdotes, combined with suggested resources make this text a top-tier primer for anyone interested in ILPs or wishing to start or improve an existing ILP program, says Conerty.
Note: CIE Lead Editor Ivonne Lujano Vilchis is joined by Associate Editors Blair Stamper and Matt Romkey, and Managing Editor Derek Thurber. Congratulations to the new editorial team.
About our journals
MLFTC sponsors three innovative, open-access journals on education scholarship. EPAA is a peer-reviewed, international, multilingual and multidisciplinary journal designed for researchers, practitioners, policymakers and development analysts concerned with education policies. Education Review publishes reviews of books on education topics and Acquired Wisdom essays by esteemed educational researchers, and CIE is a peer-reviewed journal led by MLFTC graduate students.
Contact Stephanie McBride-Schreiner to learn more about our journals.