Recent Articles


A case for competencies: Assessing the value of trait-based performance appraisal for non-faculty university employees
Emily A Messa, Catherine L. Horn, Teri Elkins Longacre, F. Richard Olenchak, Lisa M. Penney
A case study analyzed how supervisors at one university selected competencies, or trait-based skills, for non-faculty employees. This case study provides a valuable contribution by focusing on employees at one institution type–a large, public research university. While it has been documented that non-faculty employees provide important contributions to higher education, there is more to be...

“Stay with your words”: Indigenous youth, local policy, and the work of language fortification
Elizabeth Sumida Huaman, Nathan D. Martin, Carnell T. Chosa
This article focuses on the work of cultural and language maintenance and fortification with Indigenous youth populations. Here, the idea of work represents two strands of thought: first, research that is partnered with Indigenous youth-serving institutions and that prioritizes Indigenous youth perspectives; and second, the work of cultural and linguistic engagement that is often taken for...

Impact on student learning: National Board Certified Teachers’ perspectives
Teresa M. Petty, Amy J. Good, Laura K. Handler
The purpose of this study is to report National Board Certified Teachers’ (NBCTs) perceived impact on student learning. The guiding research question for this study, “How do teachers perceive the influence of the National Board Certification process on student learning in their own classrooms?” was explored. A total of 496 NBCTs currently teaching in North Carolina public schools completed the...

“Community Aware” education policy: Enhancing individual and community vitality
Hope Casto, Brian McGrath, John W. Sipple, Liz Todd
This paper advances the theoretical and applied connection between education policy and community development. We call this community-aware education policy, and it is based on Dean’s (2012) conception of human need that is thick (i.e., accounts for a relational context), rather than relying solely on a thin conception (i.e., instrumental view with an individualistic focus). It is our...

State school finance inequities and the limits of pursuing teacher equity through departmental regulation
Bruce D. Baker, Mark Weber
New federal regulations (State Plans to Ensure Equitable Access to Excellent Educators) place increased pressure on states and local public school districts to improve their measurement and reporting of gaps in teacher qualifications across schools and the children they serve. Yet a sole focus on resource disparities between schools within a state ignores an important driver of those...

No Child Left Behind: A postmortem for Illinois
Wm. Gregory Harman, Camille Boden, Jeremy Karpenski, Nicole Muchowicz
In this study, the outcomes of No Child Left Behind (NCLB), as implemented in Illinois, are evaluated in terms of high school standards testing results between 2003-2013. NCLB was a policy dedicated to closing the gap in schooling outcomes nationally in the space of a decade. There have been few systematic examinations of its macro-level results for those exiting high school, especially...

Assumptions and conceptual frameworks in citizen training underlying the Ministerial Curriculum of History, Geography and Social Studies in Chilean primary school
Natalia F. Vallejos Silva
This article shows the conceptual framework of a school curriculum prescribed on citizenship education from an analysis of the documentary content of the curricular guidelines of Ministerial Programs in History and Social Sciences in 2012 from first to sixth grade in Chilean primary school, along with the History Program and Social Sciences in 2011 for sixth grade. The analysis allowed free...

The performance teacher evaluation model in Mexican educational reform
Graciela Cordero Arroyo, Coral González Barbera
The aim of this paper is to analyze and graph the performance teacher evaluation model within the framework of Mexican educational reform in order to clarify its elements, the relationships between them, and the structure that articulates them. The core content is divided into four sections. First, the changes in the teaching profession are presented within the context of Latin America. In the...

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