Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
research-article2019
RREXXX10.3102/0091732X19839068Review of Research in EducationTocci et al.: Introduction
Introduction
Changing Teaching Practice in P–20 Educational
Settings: Introduction to the Volume
Charles Tocci
Ann Marie Ryan
Terri D. Pigott
Loyola University Chicago
vii
viii Review of Research in Education, 43
require research that has meaningful transferability across learning spaces, teachers,
and types of changes with careful consideration about how the particularities of place
and time influence change processes. We believe this volume can spark these conver-
sations by, for instance, bringing together a history of “race work” in the first half of
the 20th century with an analysis of resistance to culturally relevant education in the
early 21st century.
The chapters that follow span well-defined specializations as well as specific disci-
plinary and interdisciplinary approaches. They bring together varied strands of
inquiry into applied problems of changing teaching practice that are typically siloed
into different research specializations: education policy, organizational change,
teacher learning, curriculum and teaching, data use, and teacher preparation. Across
these specializations and disciplines used to investigate them, there are distinct litera-
tures and different units of analysis. To bridge these differences, we ask readers to
consider the following questions as they peruse the volume: How is change to prac-
tice conceptualized, evidenced, and analyzed? What are the key barriers, facilitators,
and contextual factors affecting sustained change? How do institutional and social
contexts shape efforts to change practice? How does teaching practice change relate
to student learning? Finally, what have we learned from both successful attempts to
change practice as well as failures? By posing such questions, the volume convenes a
broader discussion among education researchers and research-interested practitioners
seeking to understand a change to practice as a central problem. In turn, we hope this
will promote more multidisciplinary work that can draw overlaps among specializa-
tions and consider multiple dimensions of practical change in teaching.
Complementing this review, Kara Mitchell Viesca, Kathryn Strom, Svenja Hammer,
Jessica Masterson, Cindy Hammer Linzell, Jessica Mitchell-McCollough, and Naomi
Flynn review literacy instruction through content areas in Chapter 11, “Developing a
Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical
Understandings.” Using Deleuze and Guattari’s rhizome concept to think anew about
how teaching is deeply tied to context, the authors broaden the view of change to practice
by identifying the myriad contextual factors involved. Rhonda S. Bondie, Christine
Dahnke, and Akane Zusho tackle the complicated practice of differentiation in Chapter
12, “How Does Changing ‘One-Size-Fits-All’ to Differentiated Instruction Affect
Teaching?” The chapter takes on the now well-established trope of differentiation to
explore its developments and limitations, ultimately pushing for a new definition to move
the field forward. Finally, Dolores Perin and Jodi Patrick Holschuh round this section out
in Chapter 13, “Teaching Academically Underprepared Postsecondary Students.” They
discuss the research on teaching approaches for postsecondary students in developmental
courses and suggest ways to improve their educational opportunities.
The final section of the volume centers on emerging issues for practice. In Chapter
14, Philip J. Piety begins with “Components, Infrastructures, and Capacity: The
Quest for the Impact of Actionable Data Use on P–20 Educator Practice.” He offers
a broad survey of the subfields grouped under the heading of “data”—data-driven
decision making, learning analytics, and educational data mining—and finds that
there is little research evidence that data have informed or changed practice. In the
end, the review looks to how the field might move to do so. Authors M. Shelley
Thomas, Shantel Crosby, and Judi Vanderhaar review the newer interdisciplinary
field of trauma-informed practice in Chapter 15, “Trauma-Informed Practices in
Schools Across Two Decades: An Interdisciplinary Review of Research.” The authors
are a team from different fields—education, social work, professional—who analyze
research related to trauma-informed practice now migrating into education and its
implications for teachers and schools. Finally, Chapter 16 is authored by Julia Daniel,
Karen Hunter Quartz, and Jeannie Oakes, who examine community schools and the
impact they have on teaching practice, “Teaching in Community Schools: Creating
Conditions for Deeper learning.” In a return to an older literature that viewed
schools as inextricably part of their communities, the authors review recent work
exploring those ties and analyze the extent to which deeper and expanded learning
opportunities can be fostered through community schools.
Taken as a whole, these chapters consider some of the most critical problems facing
educators and scholars today: how our history shapes our present-day possibilities,
how we develop the capacity of educators to change and improve practice, the innu-
merable aspects that can be changed, which dimensions of teaching should we priori-
tize, and what emerging issues will shape this work in the coming years? Again, we do
not imagine this volume of Review of Research in Education represents the full range of
issues, approaches, and potential developments regarding change to teaching practice.
Instead, we believe it provides an insightful profile of recent research on changing
teaching practice that shines a light on the complexity, intricacy, and contingency
xii Review of Research in Education, 43
Looking Forward
Again, based on their historical study, Tyack and Cuban (1997) posited that
change to teaching practice “will result in the future more from internal changes cre-
ated by the knowledge and expertise of teachers than from the decisions of external
policy makers” (p. 135). To this formulation, we would map education researchers in
the space between and overlapping with practitioners, policymakers, and communi-
ties. This is a privileged position that allows us to investigate, collaborate, experi-
ment, and deliberate with degrees of freedom and support unavailable to other
stakeholders. And it is precisely because we are afforded these privileges that we
researchers are obliged to work with determination and a morality attuned to the lives
of our most vulnerable and marginalized youth. As a diverse community of scholars,
we can fulfill these obligations through the concerted development and well-consid-
ered communication of knowledge about that most difficult kind of reform, chang-
ing classroom practice to be more equitable and just.
In pursuit of this aspiration, we see several core challenges that emerge as central
for the next generation of research on change to teaching practice: fostering collab-
orative relationships across research fields and with practitioners to generate more
robust scholarship, developing consistent and shared language to facilitate these part-
nerships, bringing educational history to bear to deepen and nuance our understand-
ings, identifying the general elements of change in relation to the context- and
practice-dependent elements, and articulating studies about teacher capacity and
performance with research in institutional and sociocultural context.
It is our hope that this volume finds readers across the range of the American
Educational Research Association (AERA)’s subfields and specializations, including
research-interested practitioners within the organization, because it will be through
collaboration across these distinctions that the next generation of literature will
become more holistic, cross-disciplinary, methodologically sophisticated, and
engaged with the complex realities of teaching and learning. Our students are depend-
ing on it.
Acknowledgments
The editors thank the many people who made this volume possible. First and foremost, we
thank the authors, who worked tirelessly to produce high-quality reviews on a short time line.
We were fortunate to have such dedicated and talented scholars to work with. We also thank
our reviewers who similarly worked with very tight turnarounds yet managed to provide feed-
back that was substantive, constructive, and thoughtful. And we extend our thanks to all the
scholars that submitted proposals, whose excellent ideas made the selection process difficult
Tocci et al.: Introduction xiii
and had a formative effect on this volume. Leann Zuhrmuhlen, our contact at Sage, was
instrumental in helping us manage the editorial process. Both Felice Levine and John Neikirk
at AERA were indispensable guides and advisors from start to finish; we would not have been
able to put out this volume without drawing on their knowledge and expertise. Thank you to
the AERA Journal Publications Committee who selected our proposal and provided us the
opportunity to address the vital issues shaping teaching practice. We thank our colleagues,
friends, and family for their support, encouragement, and continual understanding. Finally,
and most important, we thank teachers and students for their persistent and inspiring commit-
ment to teaching and learning.
References
Cohen, D. K. (1988). Teaching practice: Plus ça change . . . East Lansing, MI: National Center
for Teacher Education.
Cohen, D. K., & Spillane, J. (1992). Policy and practice: Relations between governance and
instruction. Review of Research in Education, 18(1), 3–49.
Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms, 1890-
1990. New York, NY: Teachers College Press.
Cuban, L. (2013). Inside the black box of classroom teaching: Change without reform in American
education. Cambridge, MA: Harvard University Press.
Dorn, S. (2011, September 4). Being careless with education history [Blog post.] Retrieved
from http://shermandorn.com/wordpress/?p=3780
Dorn, S. (2018, March 10). How the “industrial era schools” myth is a barrier to helping
schools today [Blog post]. Retrieved from http://shermandorn.com/wordpress/?p=8558
Papert, S. (1997). Why school reform is impossible. Journal of the Learning Sciences, 6,
417–427.
Payne, C. (2008). So much reform, so little change: The persistence of failure in urban schools.
Cambridge, MA: Harvard University Press.
RAND Corporation. (2012). Teachers matter: Understanding teachers’ impact on student
achievement. Santa Monica, CA: Author. Retrieved from https://www.rand.org/pubs
/corporate_pubs/CP693z1-2012-09.html
Schneider, J. (2014). From the ivory tower to the schoolhouse: How scholarship becomes common
knowledge in education. Cambridge, MA: Harvard University Press.
Schon, D. (1973). Beyond the stable state. New York, NY: W. W. Norton.
Tyack, D., & Cuban, L. (1997). Tinkering towards utopia: A century of public school reform
(Rev. ed.). Cambridge, MA: Harvard University Press.
U.S. Department of Education. (2016). The state of racial diversity in the educator workforce.
Washington, DC: Author. Retrieved from www2.ed.gov/rschstat/eval/highered/racial
-diversity/state-racial-diversity-workforce.pdf
Watters, A. (2015, April 25). The invented history of the factory model of education [Blog
post]. Retrieved from http://hackeducation.com/2015/04/25/factory-model
Watters, A., Anderson, B., Neuschatz, K., & Kantrowitz, L. (2018, October 16). The history of
the future of high school. Retrieved from www.vice.com/en_us/article/j53vnk/the-history
-of-the-future-of-high-school-v25n3