A Critical Analysis of Family Engagement Policy in the Every Student Succeeds Act by Ariel Chung

The 2015 Every Student Succeeds Act (ESSA) was established to unite political parties and diverse stakeholders in ensuring the success of every elementary and secondary school student regardless of their race, income, zip code, disability, home language, and background (Department of Education n.d.). ESSA deliberately promotes parent and family school engagement through federal funding and

Self-Regulation in the Time of COVID-19: A Review of Assessment Practices in Teacher Education for Mutual Accountability in the Classroom by Derek M. Lough

Image by Freepik Formative, summative, and alternative assessment practices are proven effective in non-pandemic circumstances. This gives confidence to educators engaging a student population impacted by long-term symptoms of COVID-19 that they could provide methods for developing self-regulation to teacher education programs operating within the critical framework of a sociocultural lens. While medical experts work

What Research Says (And What It Does Not) About Reconceptualizing K-12 Science Education Amidst Eroding Public Trust in Science by Meredith Bittel

Science education faces a grave challenge in our current social and political moment. In this “post-truth” era, the currency of empirical fact loses value to emotion and personal belief, and this growing social phenomenon is capitalized on and wielded by politicians and other influential people as a tool of propaganda. The internet spreads and monetizes

Resident Assistant Unionization: The Shift from Student Leadership to Student Labor by Brendon Soltis and Christopher Stone-Sewalish

Student leadership positions in colleges and universities have been a defining aspect of the college experience (Renn and Reason 2021). Often linked to greater rates of persistence and retention to degree completion, common practices in student affairs encourage undergraduate students to become club leaders, peer mentors, resident assistants (RAs), student government representatives, and more (Astin

The Lingering Effects of Covid-19 on Reading Outcomes in High-Poverty Areas: Introducing Paired Reading to Support Pedagogy and Student Reading in a Post-pandemic Context in Chile by Maria Cockerill, Pelusa Orellana, Nancy Tello, & Allen Thurston

Reading proficiency is key for economic participation, yet international PISA test results highlight continued challenges (OECD, 2018a). In Latin America, all countries scored below the OECD mean (487) in PISA reading tests, with a mean score of 452 in Chile (OECD, 2018a), with 32% of Chilean students not achieving baseline levels (OECD average is 23%).

Academia vs Employment: The Impact of COVID-19 on School Counselor Preparation by Taryne M. Mingo and Alexis Moore

School counselor (SC) preparation programs are charged with training future school counselors in accordance to the American School Counseling Association (ASCA) National Model and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Although role ambiguity within the SC profession has been a long-standing issue (Cinotti, 2014; Culbreth et al., 2005), the pandemic exacerbated

Non-Performativity in University Responses to Anti-Asian Hate During the Pandemic by Brendon M. Soltis

When colleges and universities address racism, they do so as reactionary responses to discrete racialized incidents. Further, they rarely follow through on their written commitments to racial equity and justice (Ahmed 2012). This includes how university leaders responded to rampant anti-Asian hate during the COVID-19 pandemic, exacerbated by the perpetual foreigner stereotype. This stereotype portrays

Covid and the Liberatory Potentials of Local Knowledge: Disrupting School Expectations for Knowledge Production by Vanessa Anthony-Stevens and Daniel D. Liou

As schools shut down during the height of the Covid-19 pandemic, Vanessa met with five new teachers as part of a research project to learn about their preparation to teach in rural schools in the Pacific Northwest. Vanessa posed the question, what surprised you most about teaching during the COVID-19 pandemic? One teacher, Ms. Tolson