Note: This article is written as a rejoinder to Mehta and Datnow’s August 2020 article, “Changing the Grammar of Schooling: An Appraisal and a Research Agenda,” published in Vol. 126, No. 4 of the American Journal of Education. You can find that article here: https://www.journals.uchicago.edu/doi/10.1086/709960 “Finally, thank goodness!”, I thought to myself when I saw
Full-length article “Rethinking the Grammar of Student-Teacher Relationships” by Greene Nolan published by the American Journal of Education available here. When many of us think back on our educational experiences, what stands out so many years later is often the memory of a special relationship we had with “that one teacher.” It might have been a teacher who
Full-length article “Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction” by Fitzgerald published by the American Journal of Education available here. On a bright April afternoon, a third-grade teacher and her students walked to an open area on their school campus to play a “bird migration” game, in which the students, taking on the role
Full-length article “Institutional Logics in Los Angeles Schools: Do Multiple Models Disrupt the Grammar of Schooling?” by Marsh, Allbright, Bulkley, Kennedy, and Dhaliwal published by the American Journal of Education available here. In 1994, David Tyack and William Tobin observed how difficult it is to disrupt the “grammar” of schooling. Yet the structure of U.S. public education is changing.
