The dominant theory of internationalization in the West is the ‘infusion’ or ‘integration’ model. In the infusion/integration model, global perspectives are continually infused and integrated into the existing curriculum, campus, and delivery of education. This chapter argues that the theory’s very assumptions about knowledge and practice are tied up with an Anglo-Protestant, capitalist spirit in ways that are seldom discussed. After reviewing those assumptions about knowledge and practice, the chapter offers a definition of ‘humanistic’ or ‘pragmatic’ internationalization as an alternative to the infusion/integration model.
Professional development (PD) for teachers is widely variable in its effectiveness. Efforts to improve PD at scale are complicated by the tremendous heterogeneity among teachers: what works for one teacher may work not at all for another. Using the lens of professional identity to analyze teachers’ perceptions of PD, I present and discuss five in-depth teacher accounts of their most powerful professional learning experiences, concluding that professional identity is a durable (but malleable) filter through which teachers interpret professional learning. I offer implications for how a better understanding of professional identity could be used to improve PD design and policy.
School closure is a recent, hotly contested instantiation of school reform. Public disputes about school closure also reflect fundamental disagreement about the nature of justice. I draw on Nancy Fraser’s notion of “abnormal justice”—in short, the sense that modern justice discourse lacks a common grammar—to clarify the content of closure disputes in three ways. First, I explain why and how opposing claims about school closure rest on very different notions of what justice is and what justice requires. Second, I describe the normative force of such claims through three distinct forms of injustice: maldistribution, misrecognition, and misrepresentation. Third, I argue that notion of abnormal justice shifts our theoretical imagination to the identification and analysis of the relationships among the different forms of injustice implicated in instances of school closure.
For decades, researchers and policymakers have looked to professional development (PD) as a promising tool to improve teacher practice and student learning. However, despite its promise, PD is widely perceived as being unable to realize its potential. In this conceptual paper, the author suggests that one reason for this gap between PD's potential and its perceived ineffectiveness is its alignment with a sociopolitical framework that prioritizes efficiency. Numerous past attempts to improve PD have failed to address underlying assumptions about teaching, learning, and human relationships embedded in this efficiency framework. As an alternative, the author proposes a new deliberative framework that is more compatible with learning principles and thus more likely to improve learning across contexts and at scale.
Much debate surrounding teacher quality has focused on students’ standardized test scores, but recent federal and state initiatives have emphasized the use of multiple measures to evaluate teacher quality, including classroom observations. In this study, we explore differences acrossschool districts in the relationship between student achievement outcomes and the observed quality of teachers’ instruction. Using data from 298 elementary mathematics teachers in five urban US districts, we examine relationships between teachers’ performance on the Mathematical Quality of Instruction observation instrument and their students’ scores on both state standardized and researcher-developed tests. We find that these relationships differ across school districts. We explore the extent to which differences in skills and expectations for students across tests may explain this variability. An improved understanding of the relationship between classroom observations and student tests may help districts to better support teachers in developing their instructional effectiveness.
Young people spend substantial and increasing quantities of time communicating on and through digital platforms. Online contexts can be frontiers for communication and disclosure unbounded from offline life. The present study explores how U.S. teens position themselves in anonymous digital posts that pertain to wrongdoing. Do adolescents’ posts reproduce social norms and popular gendered narratives about wrongdoing—or, conversely, do anonymous platforms allow for a departure from gendered scripts? The authors draw on 780 online stories (390 written by self-reported young men, 390 by self-reported young women) about teens’ experiences with wrongdoing to investigate differences in reported rates of victimization and admission of wrongdoing between young male and female posters. Young men are more likely to report instances of their own wrongdoing than are young women, despite the fact that stories of victimization are equally likely to implicate young women and men as culpable of wrongdoing. These findings suggest adolescents internalize and express wrongdoing in gendered ways even in disembodied, anonymous online environments. For practitioners and policymakers interested in questions of school discipline, anti-bullying initiatives, and student accountability for interpersonal relationships, our findings suggest the need for the use of different scripts when setting context for male and female students.
In this chapter, the authors explore the role that networked platforms play in identity development during emerging adulthood. They use the stories of two youth to highlight dominant themes from existing research and to examine the developmental implications of forming one's identity in a networked era. The inquiry is theoretically informed by the work of the psychologist Erik Erikson, who depicted identity development as a process of exploration that ultimately results in a sense of personal continuity and coherence. The authors consider what insights this theory—formulated in the mid-twentieth century—has to offer in a digital world. The chapter concludes with a discussion of the practical implications relating to education, policy, and the design of new technologies.