Teachers set the tone for their classrooms, but what teacher beliefs shape students' sense of belonging? We investigate how teachers' mindsets--or their beliefs about learning and school--relate to adolescents' individual and collective reports of classroom belonging. Our pre-registered analyses include a multilevel design of how 1,200 US middle…

This technical appendix provides additional information about the sample, data, and estimation strategy used for a series of American Educator Panels (AEP) Data Notes published by the RAND Corporation in 2019. The Data Note series is intended to provide brief but incisive analyses of teacher and school leader survey results that may be of…

Recent immigration patterns have led to widespread growth in school enrollments of Spanish-speakers in nontraditional immigrant destinations in many parts of the United States. This paper explores the ways in which suburban school districts respond to this demographic shift, with a focus on how schooling impacts the acculturation experiences of…

Teachers exhibit leadership behaviors of a service nature in their collaborative work with fellow educators. When additional school staff follow the teacher's example by engaging in servant leadership behaviors, a chain-like reaction or virtuous effect may occur. The researcher hypothesized that significant levels of agreement for servant…

The purpose of this study was to explore the extent to which teachers perceive the 21 Responsibilities of a School Leader. Marzano, Waters and McNulty's correlational study of 2005 found an increase in student achievement when principals chose to implement, maintain, and support the 21 responsibilities in their schools. The researcher examined…

Background: Cumulatively, research indicates that teachers who are emotionally supportive and create positive classroom climates influence the outcomes of at-risk students in nontrivial ways. Prior research has also established that teacher behaviors that support autonomy, provide higher level thinking opportunities, and value students' social and…

The 21 urban research universities that are members of the Great Cities' Universities (GCU) annually enroll approximately 20 percent of the students in the United States who are preparing to teach in K12 urban schools. This study examined the experiences of GCU-sponsored, school-university teacher preparation partnerships in Atlanta, Houston,…

In the spring of 2006, The New Teacher Project (TNTP), a national non-profit organization, reviewed the teacher hiring and school staffing policies and practices in Milwaukee Public Schools (MPS) with collaboration from the district and the Milwaukee Teachers Education Association. To learn more about the experiences of teachers and principals…

This study surveyed three groups of teachers to investigate their perceptions of problems faced by beginning teachers. The study reexamined the usefulness of Veenman's (1984) meta-analysis of the perceived problems of beginning teachers. Participants were Wisconsin beginning teachers, experienced urban teachers, and cooperating teachers. The…

In the action research project report the teacher researchers targeted 70 elementary students in third- and fifth-grade classrooms that demonstrated a lack of social skills necessary to work cooperatively in a classroom. The purpose of the project was to improve the social skills in children. The three teacher researchers who conducted this action…

The study reported here was undertaken to determine if a structured human relations program, focusing on positive classroom management techniques, could contribute to more positive teacher-student relations and thereby help to decrease one of the major sources of friction in our educational communities. The major objective of this program was to…

Despite the fact that many incidents of extreme violence have taken place in rural areas there is still some resistance on the part of rural school administrators to admit that violence is a problem in their schools. This article provides a comparison of rural and urban student and staff self-report of school violence (perpetration, victimization…