This study explored eight middle school teachers' language about literacy implementation in their disciplinary classrooms. Interview data and supplemental artifact data were gathered from two previous studies focused on disciplinary literacy in middle school settings. This critical discourse analysis examined how teachers' language elucidated…

This paper interrogates the fundamental logic of data-driven decision-making (DDDM) as it has taken hold in education and argues for a critical analysis of data-driven education via an attitude of historical ontology. Though influenced by Foucault's understanding of this concept, I center Colin Koopman's recent analysis of the 'informational…

Purpose: This study focuses on school leaders' daily practices, decisions, and understandings to illuminate the role that distrust plays in school co-location in Denver. In order to inform decisions about the policy's implementation, we examine the relationships between structural dimensions of co-location policy and the ways that school leaders…

This article delves into a methodological approach that challenges traditional followership and leadership research. It presents the application of Nicolini's theory-method package, involving three tools of theory, methods, and vocabularies to articulate data. The theory-method package is a valuable tool for researchers in Australia and globally…

The legacy of totalitarianism thwarts discourse and practice of academic freedom in post-Soviet universities. For legacy-holders, "academic freedom" causes disorientation, irresponsibility, demoralization and inequity. They see more threats than benefits from empowering decision-makers who are non-compliant with local bureaucracy. For…

This is an ethnographic study with the purpose of spotlighting factors related to K-12 education in Lebanon that tend to reduce or exacerbate sources of sectarian conflict. The following research questions guided my research: (1) How do education stakeholders operationalize equal access, social inclusion, and social contract through education? (2)…

This book presents a framework for addressing intersectionality within educational spaces to combat the cumulative effects of systemic marginalization due to race, gender, disability, class, sexual orientation, and other identity-based labels. Readers can use the framework to consider the impact of identities that individuals adopt or are…

Propelled by accountability policies, leaders have touted data-driven decision making as a means to improve K-12 student outcomes and drive equity, as teachers analyze data to change instruction. However, many data-driven decision-making reforms have failed to challenge inequity. Melanie Bertrand and Julie Marsh's study of six middle schools shows…

This article offers the concept of critical professional praxis as a framework for naming and addressing difference-neutral practices in education (an approach that does not consider the effects of power and privilege associated with social differences in teachers' beliefs, ideas, and actions). Critical professional praxis is using both formal and…

The United States (US) has since its inception considered the education of its citizens as critical for preserving democracy. The recent attractiveness of autocratic leaders, not only in the US but across the world, raises questions about the dominant educational model now in place. We argue that the authoritarian and business-oriented structure…

In contemporary western society, welfare work in general, particularly in education, has been struck by an endless series of policy reforms, discourses and technologies. These have consequences not only for the production of professional identity, but also for the way educational tasks are understood and handled. Inspired by the work of…

This study is on the leadership practices of the dean of Combined Army Academy. The research is a qualitative design. The academic staff members were the participants of the study. Formal and informal conversational interview approaches, personal observation and document analysis were the instruments of the study. Thematic analysis was used for…

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly…

The purpose of this study is to examine how a school-based leadership team identifies and alters school conditions to foster the development of TLCs. Many educators, school leaders, and politicians have embraced teacher learning communities (TLCs) as a vehicle for school reform. Despite the considerable documentation of the capability for TLCs to…

Teachers' views on their control of school policy and classroom practices are analyzed on the basis of data from the Schools and Staffing Survey (SASS) of 1990-91. The SASS, a nationally representative survey of more than 53,000 teachers, reflects teachers' opinions of school conditions. Overall, teachers (61 percent) did not believe that they had…