The flat world and education: how America’s commitment to equity will determine our future

By Bryce L. Walker. 2012

1,370 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/31c73a7dec59f9be4c2a4081091d83dd54989b76

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Citations in the corpus

New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “3102/0034654313480891New Frameworks for Student EngagementLawson & Lawson New Frameworks for Student Engagement Complete College America, 2012; Darling-Hammond, 2010).”
Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education (2015, background): “Collaboration among teachers is a key contributor to instructional improvement (Darling-Hammond, 2010; Warren Little, 2002).”
Implications for educational practice of the science of learning and development (2019, background): “…preparation, purposeful curriculum systems, and equitable resources, educators can create supportive environments for children and youth that enable healthy development and powerful learning, even for those who experience the adverse effects of poverty (see, for example, Darling-Hammond, 2010).”
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “Email: msbellibas@gmail.com they are provided with the opportunity to learn and practice effective instructional methods and utilize innovative materials (Darling-Hammond, 2010; Parise and Spillane, 2010).”
Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, background): “Findings for the classroom learning environment partially support other research showing qualitative and quantitative differences in the characteristics of schools that racial and ethnic minority children attend (Darling-Hammond, 2010).”
The Challenge and Promise of Complexity Theory for Teacher Education Research (2014, background): “The overall logic of many of these reforms is this: (a) teacher quality is the most powerful influence on student achievement (Hattie, 2008; Sanders & Horn, 1998) and is the linchpin of education reform generally (Darling-Hammond, 2010; McKinsey, 2007, 2010); (b) initial teacher education policies, ”
Soaring Above the Clouds, Delving the Ocean’s Depths (2010, neutral): “(See Brooks-Gunn & Duncan, 1997; Darling-Hammond, 2010; Eccles, 2005.)”
Critical thinking, questioning and student engagement in Korean university English courses (2015, background): “The Korean national curriculum was “designed to address the needs of a global knowledge-based economy, eveloping students’ abilities to think originally, to create new knowledge, and to communicate that knowledge effectively o others” (Darling-Hammond, 2010, p. 178).”
Rethinking Achievement Gap Talk in Urban Education (2013, background): “Elsewhere I (Milner, 2012), building on and from Ladson-Billings’ charge, argued that we should focus on opportunity gaps (Darling-Hammond, 2010) that exist in educational practices when attempting to make sense of, describe, rationalize about and explain unfortunate inequitable opportunities in…”
Scripted and Narrowed Curriculum Reform in Urban Schools (2013, background): “Consequently, students in these environments experience scripted, narrowed curriculum more often than do those in other sociocultural contexts, such as suburban schools (Darling-Hammond, 2010).”
Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress (2014, background): “These assessments, along with other investments in thoughtful curriculum, high-quality teaching, and equitably funded schools, for example, appear to contribute to their high achievement (Darling-Hammond, 2010).”
Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go? (2017, background): “10 as an unapologetic commitment to seeing student success become less rhetoric and more of a reality (Darling-Hammond, 2010; Dixson, 2014; Gay, 2010, Howard, 2001a; Ladson-Billings, 1995a, 1995b).”
Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions. (2012, background): “Studies in state after state have found that students of color in low-income schools are 3 to 10 times more likely to have teachers who are uncertified, not fully prepared, or teaching outside their field of preparation than students in predominantly white and more affluent schools (Darling-Hammond,”
Race, Ideology, and Academic Ability: A Relational Analysis of Racial Narratives in Mathematics (2017, result): “Although prior research shows that such tracking mechanisms tend to correlate with racial disparities in course-taking patterns (Darling-Hammond, 2010; Oakes, 2005), this was the not the case in the focal classrooms, where the racial demographics were nearly identical to those of Eastwood High overa”
The Effects of Networked Professional Learning Communities (2019, background): “Teacher collaboration in professional learning communities (PLCs) can lead to the level of increased student learning (Borko, 2004; Darling-Hammond, 2010; Stoll, Bolam, McMahon, Wallace, & Thomas, 2006; Vescio et al., 2008).”
On Defense: African American Males Making Sense of Racialized Narratives in Mathematics Education (2011, background): “In an educational system that regularly stratifies by race (Darling-Hammond, 2010; Ferguson, 2007; Ladson-Billings, 2006), it is not surprising that common racialized narratives are perpetuated in schools and classrooms.”
Pedagogic voice: student voice in teaching and engagement pedagogies (2016, background): “The effects of neoliberalism on educational policies have been well documented (see e.g. Apple 2006; Ball 2012; Darling-Hammond 2010; Lingard, Martino, and Rezai-Rashti 2013) and it is not our intention to”