Podcasts about Teachers College Record

In this episode, Eric Hsu and Louis Everuss launch the fourth season of their podcast by examining a concept that sociologists continue to engage with to produce insightful understandings of how social life is gendered. They use Connell and Messerschmidt's article in Gender & Society and an earlier piece by Connell in Teachers College Record to explore how the concept of hegemonic masculinity has been theorised, applied, critiqued, and refined in various sociological discussions. Louis does three things of note in this episode. He recounts a time he felt pressured to get in a fight at a nightclub. He admits he's never seen Back to the Future. And he wonders why he isn't receiving more cash in envelopes from podcast listeners. Music and sound effects for this episode come from various sources and is licensed under the Creative Commons 0 License, the Creative Commons Attribution License 3.0, EFF Open Audio License, or is covered by a SFX (Multi-Use) License or a Commercial License from Epidemic Sound (www.epidemicsound.com). Tracks include:https://freesound.org/people/Tuben/sounds/272044/https://www.epidemicsound.com/track/xO2QwSlKHf/https://www.epidemicsound.com/sound-effects/tracks/81383ee2-40cf-4750-a20b-95b9ea28ec58/https://www.epidemicsound.com/track/Auyt43gJVD/https://www.epidemicsound.com/track/A2V5xRtt5S/https://www.epidemicsound.com/sound-effects/tracks/4364b350-da9c-4fb1-9bb8-2073d91e7625/https://www.epidemicsound.com/track/Gicq7Ti4tJ/https://www.epidemicsound.com/sound-effects/tracks/f2c96e92-c270-4238-ac59-b5d846c3b2af/https://www.epidemicsound.com/sound-effects/tracks/3164c95a-57c2-4b6f-9dd7-5dc244262316/https://www.epidemicsound.com/track/L4nmsegX0X/The opinions expressed in the Sociology of Everything podcast are that of the hosts and/or guest speakers. They do not necessarily reflect the opinions of anyone else at UniSA or the institution at large.The Sociology of Everything podcast | www.sociologypodcast.com

Dr. Joshua Barnett is an educational thought leader who has spent his career working to improve the effectiveness of teacher leaders. In an interview, he discussed how teacher leaders can establish trust, develop deep instructional knowledge, and build credibility with their colleagues. He also shared his thoughts on why the teaching profession is challenged with recruitment and turnover and how teacher leaders can be a key solution to helping principals manage the teaching situation. Barnett emphasized the importance of getting it right, rather than being right, and reminded us that localized solutions are often the most effective.Bringing professional learning to effective teacher leaders. Supported over 300,000 educators and 3.5 million studentsHow teacher leadership matters. Engage with and serve as the bridge between the leadership team and the rest of the schoolProvide instructional support - Collaboration with other teachersCoaching other adultsInstructional feedback1. Establish trust2. Deep instructional knowledgeIdentify the needs of other adults3. CredibilityOwnership of their learningHow do we help them take ownership of their learningWhat is the expectation that teachers have by going?Autonomy, capacity, and supportTeacher leader as conduit from national/regional training. The only learning that is valued is the “approved” learning. System-wide approach to help teacher leaders take on an approachWhy is our profession challenged with recruitment and turnover. Committed to building educator effectiveness. Practical conversations - teacher leaders are a key solution to helping principals manage the teaching situation. Get it right, rather than being right. Reminded vs. instructed.Localized solutions.How the role of the principal plays into this paradigm. District-based certification modelHow to be a transformative principal? Key strategy is to rely on teacher leaders for success. Giving them the time to go through the building and have a conversation. Dr. Joshua Barnett is NIET's chief executive officer, responsible for overseeing all of the organization's operations including service delivery, research and evaluation, professional learning and learning technology development, policy and communications, financial operations, and higher education partnerships. He is also the author of Unleashing Teacher Leadership: A Toolkit for Ensuring Effective Instruction in Every Classroom Previously, Josh served as president and chief operating officer for NIET, where he supported NIET partnerships with strategic oversight of research, NIET's higher education innovation, and service delivery. He was also the principal leader and investigator for NIET's successful federal projects. He has been with NIET since January 2013 when he joined as the organization's senior vice president of research and evaluation. In that role, he led NIET's research agenda and production of evidentiary support for all initiatives and grant programs. He also directed all external evaluation projects and research services.Josh's research work throughout his career has explored how to improve educator quality in all schools for all students by addressing two related issues: examining how teachers and principals are evaluated and how resources are distributed to and used within schools.Before joining NIET, Josh worked as an assistant professor of education policy and evaluation at Arizona State University, a visiting scholar at Massey University in New Zealand and a research associate in the Office for Education Policy at the University of Arkansas.Josh has taught courses in research methods, school finance, evaluation, and educational psychology; worked as an evaluator for nearly three dozen federal and state grants; served as an evaluator for the U.S. Institute of Education Sciences; and worked with local, state and national government agencies and organizations on projects aimed at improving educator effectiveness.He is author of Unleashing Teacher Leadership: A Toolkit for Ensuring Effective Instruction in Every Classroom and has been published in a variety of outlets, including Review of Educational Research, Teachers College Record, Educational Leadership, New Zealand Education Review, and Issues in Teacher Education. He is also co-author of A Straightforward Guide to Teacher Merit Pay: Encouraging and Rewarding Schoolwide Improvement and Learning on the Job: How Evaluation Systems Can Support Teacher Growth. We're thrilled to be sponsored by IXL and MyFlexLearning. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.MyFlexLearning is the scheduling platform that helps middle and high schools meet the individual needs of all students. Create and manage time for flex blocks, WIN time, activity periods, RTI, counselor and teacher appointments and much more. 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In this episode, Farina King and Eva Bighorse co-host a conversation with Derek Taira who is an associate professor of history and educational policy at the University of Hawaiʻi at Mānoa. He earned his Ph.D. in history and educational policy studies at the University of Wisconsin-Madison. Coming from a long line of public-school teachers, Derek teaches and writes about the histories and politics of education in Hawaiʻi and the U.S. as well as multicultural education. His first book is forthcoming (scheduled to be published by June 2024), which is titled “Forward without Fear: Native Hawaiians and American Education in Territorial Hawaiʻi, 1900-1941,” stemming from the Native Hawaiian phrase of "Imua, Me Ka Hopo Ole." We talk with Derek about the significance of his research, which traces the social and cultural experiences of Kānaka Maoli, or Native Hawaiians, in American schools during the first half of the twentieth century. Derek illuminates how historical awareness helps people to understand the complex ways schools have been both contested sites of conflict and spaces of opportunity for marginalized communities such as Kānaka Maoli. He also considers differences and similarities of diverse Indigenous educational experiences in U.S. schooling systems of settler colonialism.Some additional resources:Indigenous Education Speakers' Series: Derek Taira with the University of Wisconsin-Madison Department of Educational Policy Studies, "Littoral Hawai'i- Situating the American West in Oceania through Hawai'i's History of Education," YouTube video posted November 2, 2022.Derek Taira, "Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawaiʻi's Public Schools, 1913–1940," Teachers College Record 123, issue 8 (2021): 59-85. https://doi.org/10.1177/01614681211048625Derek Taira short biography and description of research in "2019 NAEd/Spencer Postdoctoral Fellows," National Academy of Education, https://naeducation.org/2019-naed-spencer-postdoctoral-fellows/."COE Faculty Member is Awarded $45K Grant by Spencer Foundation," April 13, 2018, https://coe.hawaii.edu/edef/news/coe-faculty-member-is-awarded-45k-grant-by-spencer-foundation/.Pre-order Derek Taira's book Forward without Fear: Native Hawaiians and American Education in Territorial Hawai'i, 1900-1941 from the Studies in Pacific Worlds Series of the University of Nebraska Press (June 2024).

Professor and Director of the Endeavor Antiracist & Restorative Leadership Initiative (EARLI) at Teachers College, Columbia University, Dr. Mark Gooden joins us to discuss his book, Five Practices for Equity-Focused School Leadership which provides a comprehensive guide for school leaders who desire to engage their school communities in transformative systemic change. Mark's research focuses broadly on culturally responsive school leadership with specific interests in principalship, anti-racist leadership, urban educational leadership, and legal issues in education. Mark is the 2017 recipient of the UCEA Jay D. Scribner Mentoring Award and the 2021 recipient of the UCEA Master Professor Award for distinguished service in teaching, curriculum development, and student mentoring. His research has appeared in a range of outlets, including American Educational Research Journal, Educational Administration Quarterly, Teachers College Record, Review of Educational Research, and The Journal of Negro Education & Urban Education. He is the Past President of the University Council for Educational Administration (UCEA). Tune in for this special broadcast on Wednesday, January 3 @ 6pm EST!

Get the book, The Great School Rethink Follow Rick on X @rickhess99 About the Author Frederick M. Hess is a senior fellow and the director of education policy studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week's popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next. His scholarly and popular writing has appeared in Harvard Education Review, American Politics Quarterly, Teachers College Record, The Atlantic, The New York Times, the Washington Post, and other outlets. Dr. Hess has taught at Harvard, Johns Hopkins, the University of Pennsylvania, Rice, the University of Virginia, as well as social studies at the high school level. He holds an MA and PhD in government, and a master's in teaching and curriculum from Harvard University. He is the author of more than a dozen books on teaching and education reform.

Carol's Blog: https://roundtheinkwell.com/Jess Piper is @piper4missouri@TheHeartlandPOD on Twitter and Threadshttps://heartlandpod.com/JOIN PATREON FOR MORE - AND JOIN OUR SOCIAL NETWORK!“Change The Conversation” Network for Public EducationCarol Corbett Burris became Executive Director of the Network for Public Education Foundation in August 2015, after serving as principal of South Side High School in the Rockville Centre School District in NY since 2000.  Prior to becoming a principal, she was a teacher at both the middle and high school level.  She received her doctorate from Teachers College, Columbia University, and her dissertation, which studied her district's detracking reform in math, received the 2003 National Association of Secondary Schools' Principals Middle Level Dissertation of the Year Award.  In 2010, she was named Educator of the Year by the School Administrators Association of New York State, and in 2013, she was named SAANYS New York State High School Principal of the Year.  Dr. Burris co-authored Detracking for Excellence and Equity (2008) and Opening the Common Core: How to Bring ALL Students to College and Career Readiness (2012), and authored On the Same Track: How Schools Can Join the 21st Century Struggle against Re-segregation (2014). Her articles have appeared in Educational Leadership, Kappan, American Educational Research Journal, Teachers College Record, Theory into Practice, School Administrator, American School Board Journal and Education Week. She regularly expresses her concerns about the misuse and unintended consequences of high-stakes testing in the Washington Post, The Answer Sheet blog.E-mail Carol Burris at: burriscarol@gmail.com

In this episode, Adam and Joe speak again with Adam's close friend, professor, and mentor, Dr Alfredo Ortiz Aragón, an Action-Researcher and Associate Professor in the PhD Program at the Dreeben School of Education at the University of the Incarnate Word in San Antonio, Texas, and co-author of Action Research (Fifth Edition) with Ernie Stringer. This episode explores the “what?” and “why?” of research in action research. Adam, Joe and Alfredo all went into their PhDs already working as practitioners and the conversation steers first toward the specific impact of their PhDs on their practice. Adam [7:15] thinks about the process and impact of his literature review on his work and Alfredo [9:20] reflects on how his PhD process opened his eyes to new ways of thinking about practice. Listen to Alfredo elaborate on the PhD as a period of discovering “meaningful methodology” and “amazing theories” (e.g., soft systems theory) that would energize his work and speak directly to frustrations he was having with “linear ways of thinking” in the field. The conversation turns toward the ways theories bridge research and practice. Joe [15:45] picks up on research's ability to help practitioners “draw the curtains back” and help us see things more clearly. But it's not “a one-way street,” since the practitioner-researcher contributes back to developing theories. Alfredo [18:15] offers some tough love by challenging doctoral students who might use theories uncritically to validate their work rather than engage with them dynamically as tools in tension with other theories in their projects. He gives us an example of how the dynamic tension between soft system theory and complexity theory enriched his own work: “Those two theories don't like each other, but I needed both of them to be able to explain how the things that I was doing were helping or not.” Here, Joe [21:05] echoes Alfredo's argument by drawing insights from an article he wrote “The Danger of a Single Theory” on his work with youth in a student voice project.To close Part 1 of this conversation, Adam [22:35] asks Alfredo if he is still working with theories from his dissertation. Alfredo uses his work in The Community Health and Wellbeing Project and The Breastfeeding Women Project to bring back into focus the role of stakeholders in action research: “Whether or not you're bringing in a formal theoretical framework or not, we are treating people's experiences as a source of knowledge and evidence, and trying to get them involved in doing so. That is only happening because I learned something about action research.”We have more to say, so join us in our next episode “Part 2 with Alfredo” where we dig into more of the “what and why” of research in action research. If you are interested in Joe's article or Aldredo's (with Ernie Stringer) book on Action Research, the citations are below: Levitan, J. A. S. (2018). The danger of a single theory: Understanding students' voices and social justice in the Peruvian Andes. Teachers College Record, 120(2). WorldCat.org.Stringer, E. T., & Aragón, A. O. (2021). Action research (Fifth edition). Sage publications **If you have your own questionsabout Action Research or want to share any feedback, contact us atActionResearchPod@gmail.com.**

This week on Breaking Battlegrounds, we are joined by Congressman James Moylan of Guam and Rick Hess of the American Enterprise Institute.-Congressman James Moylan proudly serves as Guam's congressional delegate to the 118th United States Congress.As the first Republican to win the seat on Guam in nearly 30 years, Moylan's victory was historic.He is a strong and trustworthy leader who's focused on issues that affect Guamanians most.Moylan believes island residents have a right to know what's happening in their governing offices. Therefore, he has created an open door policy allowing constituents to have their concerns addressed.Moylan's history of service includes his time as a senator in the 35th and 36th Guam Legislature, a Veteran of the United States army and a parole officer at the Department of Corrections.Additionally, Moylan has more than two decades of experience working in the private sector, including healthcare, financial services, and insurance.In his current position, Moylan serves on the House Armed Services Committee and the House Natural Resources Committee.  Both Committees address issues that are vital to Guam.Additionally, Moylan is a native of Guam and is from the village of Tumon. He graduated from John F Kennedy High School and continued to the University of Guam where he obtained a  bachelor's degree in Criminal Justice.  Most of all, Moylan is a proud father to Abby and Krissy Moylan.-Frederick M. Hess is a senior fellow and the director of education policy studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week's popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next, and a regular contributor to Forbes and the Hill. He is the founder and chairman of AEI's Conservative Education Reform Network.An educator, political scientist, and author, Dr. Hess has published in scholarly outlets, such as American Politics Quarterly, Harvard Education Review, Social Science Quarterly, Teachers College Record, and Urban Affairs Review. His work has also appeared in popular outlets including the Atlantic, National Affairs, the Dispatch, Fox News, National Review, the New York Times, USA Today, the Wall Street Journal, and the Washington Post.His books include A Search for Common Ground: Conversations About the Toughest Questions in K–12 Education (Teachers College Press, 2021), Letters to a Young Education Reformer (Harvard Education Press, 2017), The Cage-Busting Teacher (Harvard Education Press, 2015), Breakthrough Leadership in the Digital Age: Using Learning Science to Reboot Schooling (Corwin, 2013), Cage-Busting Leadership (Harvard Education Press, 2013), The Same Thing Over and Over: How School Reformers Get Stuck in Yesterday's Ideas (Harvard University Press, 2010), Education Unbound: The Promise and Practice of Greenfield Schooling (Association for Supervision and Curriculum Development, 2010), Common Sense School Reform (St. Martin's Griffin, 2004), Revolution at the Margins: The Impact of Competition on Urban School Systems (Brookings Institution Press, 2002), and Spinning Wheels: The Politics of Urban School Reform (Brookings Institution Press, 1998).Dr. Hess started his career as a high school social studies teacher. He has taught at the University of Virginia, the University of Pennsylvania, Georgetown University, Rice University, Johns Hopkins University, and Harvard University. He is also the senior founding fellow of the Public Education Foundation's Leadership Institute of Nevada.Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University. He also has a BA in political science from Brandeis University.-Connect with us:www.breakingbattlegrounds.voteTwitter: www.twitter.com/Breaking_BattleFacebook: www.facebook.com/breakingbattlegroundsInstagram: www.instagram.com/breakingbattlegroundsLinkedIn: www.linkedin.com/company/breakingbattlegroundsINVEST IN A PORTFOLIO WITH A HIGH, FIXED RATE OF RETURN, THAT'S NOT CORRELATED TO THE STOCK MARKET. VISIT INVESTYREFY.COM OR CALL 888-YREFY-24. AND MAKE SURE YOU TELL OUR FRIENDS AT YREFY THAT CHUCK AND SAM SENT YOU. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit breakingbattlegrounds.substack.com

Order the Leading Equity Book Today! A. Lin Goodwin, Ph.D A. Lin Goodwin (葛文林) is the Thomas More Brennan Chair of Education at the Lynch School of Education and Human Development, Boston College. Prior to joining Boston College, she was Dean of the Faculty of Education at the University of Hong Kong (2017-2022) and Vice Dean at Teachers College, Columbia University (TCCU) in New York (2011-2017), where she was also held the Evenden Foundation Chair in Education. Professor Goodwin served as Vice President of the American Educational Research Association (AERA)—Division K: Teaching and Teacher Education (2013-2016), and is currently a Senior Research Fellow of the Learning Policy Institute in Washington, D.C. She recently received the Spencer Foundation Mentor Award honoring her work with emerging academics and doctoral students; she was named the inaugural Ruth Wong Professor of Teacher Education by the National Institute of Education, Nanyang Technological University in Singapore in 2015. She is the recipient of several multi-million-dollar U.S. federal grants to support TR@TC, an innovative teaching residency program at TCCU that she designed and launched in 2009; the program is currently in its 13th successful year. Dr. Goodwin has authored over a hundred publications focusing on teacher/teacher educator beliefs, identities and development; equitable education and powerful teaching for immigrant and minoritized youth; international analyses and comparisons of teacher education practice and policy; and the experiences of Asian/Asian American teachers and students in U.S. schools. Her publications appear in top journals such as Teachers College Record, Journal of Teacher Education, Teaching and Teacher Education, Urban Education and Review of Research in Education. Recent publications include “Lessons from an expert teacher of immigrant youth: A portrait of social justice teaching” (with Rebecca Stanton) in Equity and Excellence in Education, and “Professional knowledge for successfully teaching diverse students: A comparative analysis of perspectives from South Africa, Canada and Hong Kong” (with HKU colleagues Hoang, Chian and Au), Handbook of International Teacher Education. She has been recognized for her research and scholarship with awards such as Distinguished Researcher from the AERA SIG: Research on the Education of Asian and Pacific Americans, and Distinguished Scholar from AERA's Committee on the Role and Status of Minorities in Educational Research and Development (now Committee on Scholars of Color). Show Highlights When the local language is the biggest barrier for students Forgetting about the human side of our students Case study on master teaching Key teaching strategies Connect with Dr. Goodwin Faculty Page Lessons from an Expert Teacher on Immigrant Youth: A Portrait of Social Justice Teaching Additional Resources Book Dr. Eakins Watch The Art of Advocacy Show Learn more about our Student Affinity Groups Free Course on Implicit Bias 20 Diversity Equity and Inclusion Activities FREE AUDIO COURSE: Race, Advocacy, and Social Justice Studies

Welcome back to Part 2 of the episode; Ethical Relationship Building in Action Research with Joe. In this episode, we are continuing our conversation from last season on ethical relationship building based on an article that Joe published. If you haven't heard that one, it is episode 10 of season 2. It's great when friends of the podcast engage with our conversations, and in this episode, our good friend Alfredo Ortiz Aragon sent us some great insights about thinking through some of the implications of the ideas in the first episode and trying to find different ways to contextualize some points. Joe, Vanessa, & Adam start the conversation with responding to Ortiz's comments (2:13). They then carefully articulate their thoughts on themes such as role of emotions in research (8:11), how emotions can manifest in the field (11:25), how relationship building through reflexivity is both internal and external process (22:57), and how we can build ethical relationships while navigating the complexities in the AR process (29:01). Tune in to listen to this wholesome episode with our trio Joe, Vanessa and Adam. ReferencesLevitan, J.(2019). Ethical Relationship Building in Action Research: Getting Out ofWestern Norms to Foster Equitable Collaboration. The Canadian Journal of ActionResearch. 21 (1), 11-29.Levitan, J., & Johnson, K. M. (2020). Salir adelante: Collaboratively developing culturally grounded curriculum with marginalized communities. American Journal of Education, 126(2), 195-230.Levitan, J. (2018). The danger of a single theory: Understanding students' voices and social justice in the Peruvian Andes. Teachers College Record, 120(2), 1-36.**If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**

This week host Mal Davis connects with Dr. Travis Bristol, associate professor of teacher education and education policy at the University of California, Berkeley's School of Education. Dr. Bristol is an accomplished researcher, with his research appearing in peer-reviewed journals including Urban Education, the American Educational Research Journal, the Journal of Teacher Education, Teachers College Record, and Harvard Educational Review. He co-edited (with Conra Gist) The Handbook of Research on Teachers of Color and Indigenous Teachers, which was published by the American Educational Research Association (AERA). Dr. Bristol and host Mal Davis talk about how schools of education can better equip themselves to create a more culturally aligned and equitable teaching force of the future. As always make sure to check out the episode, subscribe, share the podcast, and SHOW LOVE!!

Welcome to our last episode of season two where the host becomes the guest! For this season finale, we put Joe on the hot seat to discuss his amazing article published in 2019 on Ethical Relationship Building in Action Research. Vanessa, Shikha, and Cory, the production team of the podcast (and Joe's supervisees), take this opportunity to ask Joe some hard-hitting questions. The discussion opens with the lightning round (2:14): What is ethical relationship building? Why is ethical relationship building in action research important? What's the number one thing researchers can do to support ethical relationship building in their work? What's theoretical orthodoxy? Why is interrogating theoretical orthodoxy important in Action Research? Later in the episode, we start to dig deeper into Joe's responses to the lightning round questions. We ask: what are the major turns in the relationship building in the AR process? (5:22), how might Action Researchers build an ethical relationship with the diversity within a community? (15:10) how might an Action Researcher create a meaningful space for communicating difficult emotions? (20:29)? Tune in to listen more! Then, stay tuned for Season 3 of the Action Research Podcast coming out in September 2022! You will hear more about building ethical relationships in action research (Part 2 of this series), and hear more voices from the field!   References Levitan, J. (2019). Ethical Relationship Building in Action Research: Getting Out of Western Norms to Foster Equitable Collaboration. The Canadian Journal of Action Research. 21 (1), 11-29. Levitan, J., & Johnson, K. M. (2020). Salir adelante: Collaboratively developing culturally grounded curriculum with marginalized communities. American Journal of Education, 126(2), 195-230. Levitan, J. (2018). The danger of a single theory: Understanding students' voices and social justice in the Peruvian Andes. Teachers College Record, 120(2), 1-36. **If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**  

Dr. Royel M. Johnson, an Associate Professor of Higher Education and Social Work at the University of Southern California joins us on THE GOOD WORD podcast! His faith impacted his journey from the inner city and public school system of Chicago. He quickly ascended to his current position overcoming a lot of life and personal obstacles to get there, which has fueled his work. He has committed a lot of his work to tackling racial and ethnic disparities in America's foster care system, highlighting its impact on education and even the career trajectory of those affected by the system. Dr. Johnson is currently working on two new books: "Family Matters: How Youth in Foster Care Access College" (sole-authored), which will be published by Teachers College Record; and "Countering Attacks on Critical Race Theory: Teaching Truths About America's Racial Past and Present" (with Shaun Harper and Chris Emdin) that will be published by Harvard Education Press. SUBSCRIBE NOW!

Frankie's guests include serial entrepreneur, CEO, and business mentor Jay McDonald, author, professor, and technology researcher Cassidy Puckett, and Chef Hunter FieriJay McDonald, MBA currently serves as Chairman of the Board for ECI Group in Atlanta and also as Chairman of the Board of Stafford Development Company. Jay has over 40 years of experience in the Atlanta area as a CEO, Entrepreneur and Business Advisor in a variety of industries, including commercial and investment banking, software and technology, as well as marketing and sales. He is a member of the prestigious Forbes Coaches Council and author of Strategic Jaywalking: The Secret Sauce To Life & Leadership Excellence.https://jaymcdonald.com/Dr. Cassidy Puckett, Ph.D. is an assistant professor in the Department of Sociology at Emory University. Using a mixed-methods approach, she examines the relationship between technological change and inequality in education, occupations, and healthcare. Her work has appeared in academic journals including Harvard Educational Review, Social Science Computer Review, Social Science and Medicine, Teachers College Record, and Qualitative Sociology.https://cassidypuckett.com/Hunter Fieri, the self-proclaimed "Prince of Flavortown" is making a name for himself in the culinary world as host of the mini-documentary "What Plants Can Do". This mini-doc is designed to raise awareness of the value of plant-fueled foods and deepen appreciation for all that nature provides, showcased through ZENB's whole-plant approach for its popular pasta made entirely from whole yellow peas. Fieri takes viewers on a farm-to-table journey as he learns more about the role legumes like yellow peas play in modern cuisine. https://zenb.com/hunter

Disciplined Improvisation - Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational researcher, 33(2), 12-20. (https://journals.sagepub.com/doi/abs/10.3102/0013189x033002012) Principled Improvisation - Philip, T. M. (2019). Principled improvisation to support novice teacher learning. Teachers College Record, 121(6), 1-32. (https://journals.sagepub.com/doi/abs/10.1177/016146811912100607) Rumblestrip the Podcast (https://rumblestripvermont.com/episodes/) Things that bring us joy this week: Primanti Brothers (https://primantibros.com) - OG Locations - 1832 East Carson Street and 2 Market Square Turning Red (https://www.imdb.com/title/tt8097030/) on Disney + Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

For today's episode, Tyrell and Daphne close out Black History Month by discussing Black empowerment. After catching up (00:30), the hosts begin by discussing various dimensions of empowerment (11:15),  including economic (14:30) and educational empowerment (25:20). Next, they have a conversation about historical examples of Black empowerment (37:35) before discussing the importance of political empowerment in the Black community (49:30).  Resources:  BhD Patreon - https://www.patreon.com/bhdpodcast  The Dark Side of Reform- https://rowman.com/ISBN/9781793643759/The-Dark-Side-of-Reform-Exploring-the-Impact-of-Public-Policy-on-Racial-EquityDiscount Code (30% Off): LXFANDF30 The economic state of Black America: What is and what could be - https://www.mckinsey.com/featured-insights/diversity-and-inclusion/the-economic-state-of-black-america-what-is-and-what-could-be    Top 35 Tuition-Free College For 2021 - https://www.collegeconsensus.com/rankings/best-tuition-free-colleges/  Du Bois. (1935). Black reconstruction : an essay toward a history of the part which black folk played in the attempt to reconstruct democracy in America, 1860-1880. Russell & Russell. Grey Gundaker. (2007). Hidden Education Among African Americans During Slavery. Teachers College Record (1970), 109(7), 1591.

Bill Zahner from San Diego State University discusses the article, "Examining the Recruitment, Placement, and Career Trajectories of Secondary Mathematics Teachers Prepared for High-Need Schools," published in Teachers College Record, Volume 121. Co-authors: Chapin, Levine, He, Afonso Bill's professional webpage: https://crmse.sdsu.edu/members/zahner  Article URL: https://journals.sagepub.com/doi/10.1177/016146811912100201  Noyce Scholarship Program (NSF) Teach for America List of episodes

In this episode, our AR Pod team is thrilled to host Dr. Kayla Johnson, an Assistant Professor in the Department of Educational Policy Studies and Evaluation, and the Program Chair of International Education at the University of Kentucky. We invited Dr. Johnson to talk about one of the trickiest topics in the field of Action Research, collaboration!  What is Collaboration in Action Research? It is hard to define the term, but our trio tries to uncover some of the characteristics of collaboration in this episode. Adam and Joe start the discussion by thinking through collaboration using two lenses—top-down and bottom-up (3:46). Kayla and Joe further elaborate on what bottom-up collaboration looks like in the field (6:52), highlighting six traits: communication, humility, patience, socially just power dynamics, making sure people's voices are heard, and identifying people's strengths and ways to contribute in equitable ways, by bringing insights from their projects in Peru (find links to their work below!). Later in the episode, Adam and Joe ask some hard-hitting questions in our lightning round (19:02). Some of the topics discussed are communication in bottom-up collaboration, a sense of humility in the field, patience as an action researcher, and power dynamics in collaboration. Tune in to find out Kayla's responses!   References Johnson, K. M., & Levitan, J. (2021). Rural indigenous students in Peruvian Urban higher education: interweaving ecological systems of coloniality, community, barriers, and opportunities. Diaspora, Indigenous, and Minority Education, 1-22.  Johnson, K. M., & Levitan, J. (2021). Exploring the Identities and Experiences of Rural First-Generation Indigenous Students Using Photo-Cued Interviewing. SAGE Publications Ltd. Levitan, J., & Johnson, K. M. (2020). Salir adelante: Collaboratively developing culturally grounded curriculum with marginalized communities. American Journal of Education, 126(2), 195-230. Levitan, J., & Johnson, K. M. (2020). Collaboratively developing culturally-grounded curriculum to foster social justice American Journal of Education, Forum. http://www.ajeforum.com/aje-featurecollaboratively-developing-culturally-grounded-curriculum-to-foster-social-justice-by-joseph-levitan-and-kayla-m-johnson/ Johnson, K. M. (2020). Hotdog as metaphor: (Co)Developing stories of learning through photo-cued interviewing. Teachers College Record, 122(9), 1-38. Johnson, K. M., & Levitan, J. (2020). Identity, culture, and iterative curriculum development: Collaborating with girls from Indigenous communities to improve education. International Journal of Student Voice, 7, 1-30.  Levitan, J. (2019). Ethical Relationship Building in Action Research: Getting out of Western Norms to Foster Equitable Collaboration. The Canadian Journal of Action Research, 20(1), 10-29. Johnson, K. M. (2018). “Deliberate (Mis) Representations: A Case Study of Teacher Influence on Student Authenticity and Voice in Study Abroad Assessment. International Journal of Student Voice, 3(4), 1-58. **If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us a ActionResearchPod@gmail.com.**      

Lori Patton Davis, Ph.D.is one of the most highly respected, accomplished, and influential scholars in the field of higher education. She is a tenured full professor of Higher Education and Student Affairs at The Ohio State University and Chair of the Department of Educational Studies. Patton Davis is also past president of the Association for the Study of Higher Education. She is best known for her important cross-cutting work on African Americans in higher education, critical race theory, diversity initiatives on college campuses, girls and women of color in educational and social contexts, and college student development and graduate preparation. She is the author of numerous peer-reviewed journal articles, book chapters, and other academic publications appearing in highly-regarded venues such as The Journal of Higher Education, Teachers College Record, Journal of College Student Development, Urban Education, and International Journal of Qualitative Studies in Education (QSE). Her research has been cited in multiple publications and funded by grants from the Spencer Foundation, Lumina Foundation, American Psychological Foundation, and an array of other entities. She has served on seven editorial boards for journals in education and was previously associate editor of QSE. She was the American Educational Research Association (AERA) Division J Equity and Inclusion Officer for six years. The American College Personnel Association (ACPA) members elected her to a two-year term as the inaugural Director of Equity and Inclusion on the Association's national governing board. She has received many national awards for her scholarly contributions and was recently recognized in the Edu-Scholar Rankings among the top 200 educators in the US. She is a frequently sought-after expert on a wide range of education topics. The Chronicle of Higher Education, Inside Higher Ed, Huffington Post, Diverse Issues in Higher Education, and dozens of other media outlets have quoted her and featured her research. She has also advised university presidents and other senior administrators, philanthropic foundation executives, culture center directors, and educators in urban K-12 schools.

Dr. Terrance Green is an Associate Professor in the Department of Educational Leadership and Policy at the University of Texas at Austin. His research examines the relationship between educational leadership, schools, and neighborhood-communities, with a focus on racial and educational equity. His writing has been published in several journals, including Teachers College Record and Educational Administration Quarterly. During our conversation, we discussed the role that school and district leaders play in extending the traditional physical boundaries of a school to build partnerships between schools and communities. We also talked about the impact of gentrification on the schooling system.

Race Through Education, Episode 3: Latinx Beyond Immigration In this episode, we focus on Latinidad and identity formation among Latinx populations in the United States. Acknowledging that there is diversity within the Latinx community, we discuss how students navigate their Latino identity and how it impacts their learning experiences. Fawziah and Madison unpack how Madison grew up in Spanish Harlem as a half Black and half Puerto Rican kid that didn't speak Spanish and his development. Dr. Eddie Fergus (Temple University) helps us better understand Latinidad from an academic perspective. Through his research, Dr. Fergus explores the effects of educational policy and practice as it intersects the lives of populations living in vulnerable conditions. More specifically, his policy work extrapolates the relationship between discipline codes of conduct, gifted program practice, and academic referral processes and the educational outcomes of low-income and racial/ethnic minority student populations. This work also outlines policy and practice changes in order for schools to develop as protective environments for vulnerable populations. Resources English proficiency of Hispanic population in the U.S., 2017 Fergus, E. (2009). Understanding Latino students' schooling experiences: The relevance of skin color among Mexican and Puerto Rican high school students. Teachers College Record, 111(2), 339-375. Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for resilience: Improving the life trajectory of Black and Latino boys. Harvard Education Press. Noguera, P., Hurtado, A., & Fergus, E. (Eds.). (2013). Invisible no more: Understanding the disenfranchisement of Latino men and boys. Routledge. Ogbu, J. U. (1981). Origins of human competence: A cultural-ecological perspective. Child development, 413-429. Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural‐ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29(2), 155-188. --- Support this podcast: https://anchor.fm/racethrougheducation/support

In the final segment discussing what action research is, Adam interviews Joe to learn about his research and experience as an action researcher. Tune in to hear about what led Joe down the path of action research, the role of ethics in action research, and what it is like being an action researcher on the tenure track. If you are interested in some of the articles mentioned in the podcast they are below: Levitan, J., & Johnson, K. M. (2020). Salir Adelante: Collaboratively developing culturally-grounded curriculum with marginalized communities. American Journal of Education. https://doi.org/10.1086/706921 (https://doi.org/10.1086/706921) Levitan, J. (2018). The danger of a single theory: Understanding students' voices and social justice in the Peruvian Andes. http://www.tcrecord.org/Content.asp?ContentId=22017 (Teachers College Record, 120(2)). Levitan, J., Carr-Chellman, D., Carr-Chellman, A. (2017). Accidental Ethnography (AccE): A method for practitioner-based education research. Action Research. http://journals.sagepub.com/doi/abs/10.1177/1476750317709078 (doi/abs/10.1177/1476750317709078)

Episode 51 In the final episode of our miniseries on race and racism in science and religion, we welcome special guest Dr Tehia Starker Glass to discuss what anti-racism looks like, and how we can make a difference in education. She is the Cato College of Education Director of Diversity and Inclusion, and an Associate Professor of Elementary Education and Educational Psychology in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. Her research and publications include preparing preservice and inservice teachers’ culturally responsive teaching self-efficacy, anti-racism curriculum development, culturally responsive classroom management, and exploring how caregivers and teachers discuss race with children. She has published in the Journal of Urban Education, Teachers College Record, and other high-tier journals. She is a former elementary school teacher who now works with teachers, schools, districts, and organizations around the country to revise their instruction and curriculum to be more anti-racism oriented. Currently, she is working on her academic book and a children’s book to assist caregivers and teachers to have conversations about race with children. Additionally, she is an Educational Advisor with Brownicity. She co-designed and is the Director of the four-course Anti-Racism in Urban Education Graduate Certificate Program. She lives in the Charlotte area with her husband and two young boys.    Support this podcast on Patreon at https://www.patreon.com/DowntheWormholepodcast   More information at https://www.downthewormhole.com/ produced by Zack Jacksonmusic by Zack Jackson and Barton Willis  ----more---- Special Episode this Friday! To celebrate our one year anniversary, we are hosting a live episode on Friday August 21st from 4-5 EDT. We will be streaming on Facebook and YouTube, and we will be embedding the link on www.downthewormhole.com to make it easy to find.    This is a listener-driven episode, so we need your questions! Send us all your questions, topics, and conversation starters via email or social media, and make sure to join us on the 21st!  admin@downthewormhole.com https://www.facebook.com/downthewormholepodcast https://twitter.com/downwormhole

Whitney Johnson from Morgan State University discusses the article, "Teaching with speeches: A black teacher who uses the mathematics classroom to prepare students for life," from Teachers College Record, Volume 115. (Co-authors: Nyamekye, Chazan, Rosenthal)

On this week's The Sci-Files, your hosts Chelsie and Danny interview Hamid Karimi.Hamid is a 5th year Ph.D. student in the MSU Department of Computer Science and Engineering and a member of the Data Science and Engineering Lab. His research is generally focused on data science and machine learning where he seeks to extract insightful patterns in data that can then be used to both understand/analyze the past and to make predictions about the future. More specifically, he is interested in applying and developing data mining and machine learning algorithms in the field of educational data mining (EDM) which refers to techniques, tools, and research designed for automatically extracting meaning from large repositories of data generated by or related to people's learning activities in educational settings. His research is currently focused on ensuring fairness in EDM algorithms, for instance in the online course performance methods. Hamid is also an active member of the Teachers in Social Media Project. As teachers direct their information and professional learning from the cloud to class, Teachers in Social Media uses big data and rich data to gain a better understanding of teachers' engagement within social media. In particular, Hamid develops advanced machine learning algorithms to characterize instructional resources on online social media as well as understand and promote teacher-teacher connections on Pinterest -- a popular image-based social media platform. In his recent publication in the Journal of Teachers College Record, titled A Roadmap for Incorporating Online Social Media in Educational Research,  the proposed general guidelines to help new researchers use vast online social media data, as a manifestation of “big data,” in their education research.If you're interested in talking about your MSU research on the radio or nominating a student, please email Chelsie and Danny at scifiles@impact89fm.org. You can ask questions about future episodes here. Check The Sci-Files out on Twitter, Facebook, Instagram, and YouTube!

Today I am joined by Dr. sj Miller, an associate professor of teacher education at Sante Fe Community College. sj is an expert on social justice and challenges the gender and gender identity binary (e.g. trans*+, gender dynamic/fluid youth.) sj is an award-winning and well-published author, including writing for The International Journal of Transgenderism, International Journal of Critical Pedagogy, and the Teachers College Record. You can view sj's speech on gender identities and young people via TEDMED.In this podcast, we talk about how schools can best serve nonconforming gender identities, how classrooms can be liberated for social justice, and the mistakes we make in professional development and addressing the complex topic of gender in schools.GUESTSDr. sj Miller, associate professor of teacher education, expert on gender identity justice and social justice, and published author/researcher.RESOURCESsj Miller’s recently published book, about Gender Identity Justice in Schools and Communitiessj Miller’s websitesj Miller’s TEDMED talk: “Why gender identity justice matters for everyone”FURTHER LISTENINGEngendering Communication - Episode 42 - The Oxford CommentDocumentary: Gender | The Space Between See acast.com/privacy for privacy and opt-out information.

More than eight-in-ten U.S. adults believe that political discourse has become more negative and less respectful, according to a survey conducted earlier this year by the Pew Research Center. On this episode, Brett Levy of the School of Education shares how educators might play a larger role in reducing political polarization among their students. Levy is an assistant professor of educational theory and practice at UAlbany. Read episode transcription. The study, “Can Education Reduce Political Polarization? Fostering Open-Minded Political Engagement During the Legislative Semester,” was published in the Teachers College Record in May 2019. The UAlbany News Podcast is hosted and produced by Sarah O'Carroll, a Communications Specialist at the University at Albany, State University of New York, with production assistance by Patrick Dodson and Scott Freedman. Have a comment or question about one of our episodes? You can email us at mediarelations@albany.edu, and you can find us on Twitter @UAlbanyNews.

How do we understand and engage in today's conversation about gender? What on earth is going on with gender and identity politics, and what is the personal dimension? Ben is at Queen's University in Kingston to chat with Dr. Lee Airton, author of Gender: Your Guide — A Gender-Friendly Primer on What to Know, What to Say, and What to Do in the New Gender Culture. It's a fascinating, important and unexpectedly fun conversation about the unique historical moment in which we live today. About the Guest Dr. Lee Airton is an Assistant Professor of Gender and Sexuality Studies in Education at Queen's University in Kingston, Ontario. As a researcher, blogger, advocate and speaker, Dr. Airton focuses on enabling individuals and institutions to welcome gender and sexual diversity in everyday life. In 2012, they founded They Is My Pronoun, a Q+A-based blog about gender-neutral pronoun usage and user support with over 30,000 unique visitors in 2017 alone. Dr. Airton is also the founder of the No Big Deal Campaign, a national social media initiative that helps people show support for transgender peoples' right to have their pronouns used. In recognition of their advocacy work, Dr. Airton received a 2017 Youth Role Model of the Year Award from the Canadian Centre for Gender and Sexual Diversity. Dr. Airton's first book is Gender – Your Guide: A Gender-Friendly Primer on What to Know, What to Say and What to Do in the New Gender Culture, which offers practical steps for welcoming gender diversity in all areas of everyday life. As a university-based teacher educator for over ten years, Dr. Airton has worked with hundreds of teacher candidates to widen the circle of belonging and participation for students of all genders and sexualities. Dr. Airton's current SSHRC-funded research explores how K-12 schools are responding to the inclusion of gender identity and gender expression protections in human rights legislation, including implications for teacher education. Dr. Airton's scholarly publications have appeared in the journals Gender and Education, Sex Education, Curriculum Inquiry, Teachers College Record, and the Journal of Education Policy, and their editorials have been published in The Globe and Mail and The Toronto Star. With Dr. Susan Woolley, they are also editing a forthcoming collection of lesson plans on gender diversity for K-12 teachers. Learn more about Lee or follow them on Twitter (@LeeAirton). Mentioned in this Episode Episode 2: The Digital Age, an episode of this podcast featuring philosopher Carlos Prado. The No Big Deal Campaign Lesbians and Gays Support the Miners (LGSM), an activist alliance formed in the UK in 1984-85 Two books by psychologist Jonathan Haidt: The Righteous Mind: Why Good People Are Divided by Politics and Religion, and The Coddling of the American Mind (with Greg Lukianoff) Episode 24: The Knowledge Illusion, an episode of this podcast about The Knowledge Illusion: Why We Never Think Alone by Steven Sloman and Philip Fernbach Lev Vygotsky, Soviet psychologist and founder of cultural-historical psychology Freedom, music video of a song by Beyoncé featuring Kendrick Lamar Michel Foucault (1926-84), French philosopher The Quote of the Week "Don’t aim for no mistakes. Aim for better mistakes." - From Gender: Your Guide by Lee Airton

Teach for America has altered the landscape of teacher preparation across the country. Typically TFA recruits, as they are commonly known, are given provisional certifications and put into classrooms after taking a short training course. They then take university courses to learn to be a teacher. Learning to be a teacher while already being one poses unique challenges. My guest today is Matthew Thomas, a Senior Lecturer in Comparative Education and Sociology of Education at the Sydney School of Education and Social Work, University of Sydney. He has taught TFA teachers in the past and currently researches the topic. Together with Elisabeth Lefebvre, Matthew has a forthcoming co-written article in Teachers College Record that examines the phenomenon of what they call synchronous-service teacher training. A transcript of today's episode can be found at: www.freshedpodcast.com/Thomas Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

About Brittany Aronson, Ph.D. Brittany Aronson is an Assistant Professor of Sociocultural Foundations in Educational Leadership at Miami University. She earned her Ph.D. in Cultural Studies in Education from the University of Tennessee and she also holds two certificates in Qualitative Research Methods in Education and Educational Policy. Brittany’s research and teaching are grounded in issues of critical social justice for both future and practicing educators. Her research interests include critical teacher preparation, social justice education, critical race theory, critical whiteness studies, and educational policy. These interest stem from her former elementary school teaching experiences and current work with teacher education. Her research couples her cultural studies and social foundations in education background with current contemporary issues. She has been published in Review of Educational Research, Journal of Critical Policy Studies, Teachers College Record, and Multicultural Perspectives. Show Highlights Sarah White Critical Social Justice Group Classroom observations Some interesting findings from observing Sarah Some of Sarah’s challenges towards being Culturally Responsive Present-day Sarah Advice for teachers looking for additional teaching support Connect with Brittany Twitter: @loves218 Email: aronsoba@miamioh.edu Additional Resources  From Teacher Education to Practicing Teacher: What Does Culturally Relevant Praxis Look Like? Connect with me on Twitter @sheldoneakins www.leadingequitycenter.com www.sheldoneakins.com

Harper B. Keenan is currently a postdoctoral fellow in Leadership in Teacher Education at Stanford University. He will join the Faculty of Education at the University of British Columbia as the Quartermain Professor of Gender & Sexuality Research in Education in September 2019. His work has been accepted at peer-reviewed academic journals like the Harvard Educational Review, Teachers College Record, Theory & Research in Social Education, and Gender & Education.

As states increasingly call for standards-based Pre-K programs, teachers and administrators often struggle to balance traditional child development practice with external standards and policies. In this edition of Research Minutes we welcome University of Wisconsin-Madison researcher Elizabeth Graue, lead author of a new, multi-state, comparative case study titled "What Guides Pre-K Programs?" published in Teachers College Record in August 2018. Graue joins CPRE Director Jonathan Supovitz (University of Pennsylvania) to discuss her findings and their implications for Pre-K administrators, teachers, and policymakers.

If you could create your own school, what would it be like? Listen in to learn the essential questions most leaders in school climate change don’t know, but must ask. Jonathon Cohen explains how to create a collaborative place where everyone can achieve while feeling physically, emotionally and intellectually safe and supported. Plus, in our Edspiration Inbox, John answers a question about keeping a school's staff focused on the positive. About today’s guest Jonathan Cohen is an educator and a clinician who has worked with children, parents and educators for over 40 years. Jonathan is the co-founder and director of the National School Climate Center and an Adjunct Professor of Psychology and Education at Teachers College, Columbia University. He works national and internationally lecturing and consulting with State Departments of Education, Colleges of Education, schools/districts, parent organizations and mental health organizations.   Recommended Resource(s): Bryk, A. S., Gomez, L.M, Grunow, Al, & LeMahieu (2015). Leaning to improve: How America’s schools can get better at getting better. Harvard Education Press National School Climate Council (2015). School Climate and Prosocial Educational Improvement:
Essential Goals and Processes that Support Student Success for All. Teachers College Record, Date Published: May 05, 2015 http://www.tcrecord.org ID Number: 17954, Date Accessed: 5/19/2015 6:10:25 PM Guest Links: National School Climate Center's Classroom Climate Resource Guide http://classroomclimateresourceguide.wikispaces.com/ NSCC's 18th annual summer institute     http://www.schoolclimate.org/programs/si.php  

The Total Tutor Neil Haley and Erik Remmel will interview Bill Ayers live from Miami Book fair. Neil will interview Bill to find out about his book, his take on President Obama's education plan, and his life after the Weather Underground. William Ayers, Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago (retired), member of the executive committee of the Faculty Senate and founder of both the Small Schools Workshop and the Center for Youth and Society, taught courses in interpretive and qualitative research, oral history, creative non-fiction, urban school change, and teaching and the modern predicament.  A graduate of the University of Michigan, the Bank Street College of Education, Bennington College, and Teachers College, Columbia University, Ayers has written extensively about social justice, democracy and education, the cultural contexts of schooling, and teaching as an essentially intellectual, ethical, and political enterprise. He is a past  vice-president of the curriculum studies division of the American Educational Research Association. Ayers' articles have appeared in many journals including the Harvard Educational Review, the Journal of Teacher Education, Teachers College Record, Rethinking Schools, The Nation, Educational Leadership, the New York Times and the Cambridge Journal of Education.  

Whitney Johnson from Morgan State University discusses the article, "Teaching with speeches: A black teacher who uses the mathematics classroom to prepare students for life," from Teachers College Record, Volume 115. (Co-authors: Nyamekye, Chazan, Rosenthal) Case Studies Project Website Episode Focused on the Special Issue See the comments for references mentioned in the interview.

Dan Chazan and Lawrence Clark from the University of Maryland discuss the Special Issue in Teachers College Record (Vol. 115, No. 2) focused on African American mathematics teachers in urban contexts. Particular attention is given to Lawrence's article, "African American mathematics teachers as agents in their African American students' mathematics identity formation." (Co-authors: Badertscher, Napp) link to special issue, link to article Dan's Professional Website Lawrence's Professional Website Case Studies Project Website Whitney Johnson's episode from the same special issue See the comments for references mentioned in the interview.