Managing Editors Semonti Dey is a graduate student pursuing a Ph.D. in Higher Education, currently working on her dissertation about Asian international students’ perceptions of sexual harassment. As the Managing Editor of the American Journal of Education, she supervised the student board for the last three years and currently oversees the journal’s daily operations along with mentoring… Read More Meet the AJE Student Board for 2024-2025 AY
The full-length American Journal of Education article can be accessed here. Months into the 2020-2021 school year, I asked Kendra what it was like meeting new rosters of students virtually. Like nearly all teachers I interviewed, she took issue with the question, claiming she had “not met” most of her students. Teaching remotely meant talking to muted… Read More AJE Feature | “Losing My Craft”: Teachers’ Relational Work with Students During a Pandemic by Jeremy Murphy
Photo by Nick Fewings on Unsplash The education system faces a critical shortage of leaders, and this extends beyond teachers; there are not enough K-12 school administrators. This crisis isn’t solely due to a lack of people entering the field, it is also caused by those who exit. Data from the National Center for Education Statistics’ 2023 National… Read More Unclear Roles, Unfulfilled Expectations: Hidden Reasons Behind the K-12 Leadership Shortage by Heather Lyon
Scholars in recent years have called for an emphasis on listening to children’s ideas and connecting with children through creative approaches to interviews (Clark 2017; Holmes 2019). To engage children in research, researchers have proposed effective, child-friendly interview methods, such as storytelling (Davis 2007; Eisner et al. 1990), art-based methods (Leavy 2020; Blaisdell et al.… Read More Training Teachers-as-Researchers’ Ethnographic Eyes to Interview Children by Jue Wang
During the COVID-19 pandemic, members of the Asian American and Pacific Islander (AAPI) community experienced higher risks of health complications and death from both the virus and economic downturns (Huang et al. 2023; Yan et al. 2021). Some public officials began to refer to the coronavirus as “China virus,” connecting race and place to the… Read More Rejecting the “Minority but not Underrepresented Minority” Expectational Default: Racial Invisibilization in Higher Education by Daniel D. Liou and Jeongeun Kim
Image by freepik Introduction Commitments to supporting students of color to and through higher education have rightly been called into question following the US Supreme Court’s 2023 ruling of race-conscious admissions as unconstitutional (Students for Fair Admissions, Inc. v. President and Fellows of Harvard College, 2023). This ruling has been swiftly followed by numerous state legislative bills attacking… Read More The High Impact of Practice? The Need for Interrogating the Intersections of High-Impact Practices, Underrepresented Students, and Success by Kayla Gill and Kayla Johnson
Photo by Honey Yanibel Minaya Cruz on Unsplash Following the 1972 passage of Title IX, institutions, policymakers, and interest groups collaborated to promote women’s participation and success in education. Scholars credit Title IX with opening doors for women in collegiate athletics, rigorous academic tracks, and higher-paying fields once dominated by men (Tang et al. 2022; Winslow 2016). Concerning… Read More Implementing Title IX Protections for Pregnant and Parenting College Students: Using Women’s Athletics as a Model for Success by Lori Rhea
This is a forum of the American Journal of Education. It is a space for readers of the journal—researchers, students, and policy makers—to engage in dialogue on both of-the-moment issues enduring themes in education from pre-K through university. The forum is led by a Student Board and is mentored by the Journal’s senior editorial staff.… Read More Help us welcome the members of the 2023-2024 Student Board by the AJE Editors
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… Read More A Critical Analysis of Family Engagement Policy in the Every Student Succeeds Act by Ariel Chung
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… Read More 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