Taking a Different Route: Contribution of Articulation and Metacognition to Intervention With At-Risk Third-Grade Readers

This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006 Calfee, R. C., Miller, R. G., Norman, K., Wilson, K., &; Trainin, G. (2006). Learning to do educational research. In M. A. Constas &; R. J. Sterenberg (Eds.), Translating theory and research into educational practice: Developments in content domains, large scale reform, and intellectual capacity (pp. 77–103). New York, NY: Routledge. [Google Scholar]; Calfee &; Patrick, 1995 Calfee, R. C., &; Patrick, C. L. (1995). Teach our children well: Bringing K–12 education into the 21st Century. Stanford, CA: Stanford Alumni Assoc. [Google Scholar]), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993 Torgesen, J. K., &; Bryant, B. R. (1993). Phonological awareness training for reading. Austin, TX: Pro-Ed. [Google Scholar]). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters.     

Evaluating the Madrasa preschool programme in East Africa: a quasi‐experimental study

This study investigated the effect of preschool experience (two types of preschool: Madrasa and non‐Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996 Elliot, C.D., Smith, P. and McCulloch, K. 1996. British Ability Scale (BAS), Berkshire, , UK: NFER‐NELSON.  [Google Scholar]), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980 Drenth, P.J.D., Van der Vlier, H., Muinde, N.P., Otaala, B., Omari, I.M. and Opolot, J.A. 1980. Jaribio akili mtoto Afrika. [African child intelligence test.] [in Kiswahili], Amsterdam: Free University of Amsterdam.  [Google Scholar]). The development of 423 children was studied at pre‐test (entry to preschool) and at post‐test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall.     

Understanding Cultural Differences in the Antecedents of Pro-Environmental Behavior: A Comparative Analysis of Business Students in the United States and Chile

We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977 Schwartz, S. H. 1977. “Normative influences on altruism”. In Advances in experimental social psychology, Edited by: Berkowitz, L. Vol. 10, 221–279. New York: Academic Press. [Crossref] , [Google Scholar]), the theory of reasoned action (Ajzen & Fishbein, 1980 Ajzen, I. and Fishbein, M. 1980. Understanding attitudes and predicting social behavior, Englewood Cliffs, NJ: Prentice Hall.  [Google Scholar]), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999) Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A. and Kalof, L. 1999. A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2): 81–97.  [Google Scholar]. Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior.     

Time to go back to the drawing board: organisation of primary school reading development in South Africa

The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007 Howie, S.J., Venter, E., Van Staden, S., Zimmerman, L., Long, C., Scherman, V. and Archer, E. 2007. Progress in International Reading Literacy Study (PIRLS) 2006 summary report. South African children's reading literacy achievement, Pretoria, South Africa: Centre for Evaluation and Assessment, University of Pretoria.  [Google Scholar]). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools.     

Lifelong Learning: Becoming Computer Savvy at a Later Age

Senior citizens represent the fastest growing demographic worldwide. As indicated in the Year 2000 U.S. Census, there are 35 million people 65 or older in the United States (U.S.). By 2030, it is estimated that there will be about 70 million older adults in the U.S. alone (Chadwick-Dias, McNulty, & Tullis, 2003 Bean , C. & Laven M. (2003). Adapting to seniors: Computer training for older adults. Florida Libraries , 46(2). [Google Scholar]). With the older population growing rapidly and being increasingly exposed to computer technology, it is important that they become informed of what computers can do for them, (e.g., e-mail, document creation, games, and access to information via the Internet) (Shapira, Barak, & Gal, 2007 Parvate , V. & Speicher , S. ( 2004 ). Learning to communicate via the Internet: How senior citizens develop an understanding of electronic communication: A cognitive design study proposal . [Google Scholar]; White, McConnell, Clipp, Branch, Sloane et al., 2002 White , H. , McConnell , E. , Clipp , E. , Branch , L. G. , Sloane , R. , Pieper , C. , & Box , T. ( 2002 ). A randomized controlled trial of the psychosocial impact of providing Internet training and access to older adults . Aging & Mental Health , 6 , 213 – 221 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). The longitudinal study presented employs a mixed method data collection and analysis approach that includes the use of standardized surveys, measures of physical fitness and physiology, observations in the retirement community, and structured interviews. Drawing upon Auburn University faculty in the College of Engineering, senior citizens participated in workshops designed to develop their skills in computing. The potential significance of the project was to create a valid and reliable model for outreach to retirement and assisted living communities and other centers for senior citizens.     

INVESTIGATING IDEOLOGICAL CLARITY IN TEACHER EDUCATION

Set in a graduate-level multicultural literacy course, this qualitative study draws on Bakhtin's theories of ideological becoming and a hybrid of critical discourse analysis (CDA) methods (Gee, 1996 Gee, J. P. 1996. Social linguistics and literacies. Ideology in discourses, , 2nd ed. London: Falmer..  [Google Scholar]; Fairclough, 1995 Fairclough, N. 1995. Critical discourse analysis: The critical study of language. London: Longman..  [Google Scholar]; 2003 Fairclough, N. 2003. Analyzing discourse: Textual analysis for social research. London: Routledge. [Crossref] , [Google Scholar]) to explore the complexities of learning to teach culturally and linguistically diverse students. We investigated how eight beginning teachers' ideologies were constructed and reconstructed by closely examining the struggles and tensions teachers expressed in one multicultural literacy course. This research adds to the literature about how beginning teachers might better address cultural and linguistic diversity in literacy instruction. The study also describes the types of activities that can facilitate the development of teachers who are interested and committed to working with culturally and linguistically diverse students.     

Identifying Possible Sources of Differential Functioning Using Differential Bundle Functioning With Polytomously Scored Data

Oshima, Raju, Flowers, and Slinde (1998) Oshima, T. C., Raju, N. S., Flowers, C. P. and Slinde, J. A. 1998. Differential bundle functioning using the DFIT framework: Procedures for identifying possible sources of differential functioning. Applied Measurement in Education, 11: 353–369. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] described procedures for identifying sources of differential functioning for dichotomous data using differential bundle functioning (DBF) derived from the differential functioning of items and test (DFIT) framework (Raju, van der Linden, & Fleer, 1995 Raju, N. S., van der Linden, W. J. and Fleer, P. F. 1995. IRT-based internal measures of differential functioning of items and tests. Applied Psychological Measurement, 19: 353–368. [Crossref], [Web of Science ®] , [Google Scholar]). The purpose of this study was to extend the procedures for dichotomous DBF to the polytomous case and to illustrate how DBF analysis can be conducted with polytomous scoring, common to psychological and educational rating scales. The data set used was parent and teacher ratings of child problem behaviors. Three group contrasts (teacher vs. parent, boy vs. girl, and random groups) and two bundle organizing principles (subscale designation and random selection) were used for the DBF analysis. Interpretations of bundle indexes in the context of child problem behaviors were presented.     

Beliefs and Practices of In-Service Preschool Teachers in Inclusive Settings: Implications for Personnel Preparation

This study examined the beliefs of in-service teachers working in inclusive classrooms regarding developmentally appropriate practices and how those beliefs affected their attitudes toward, knowledge of, and comfort levels regarding working with children with disabilities. A mixed-method approach was utilized and data were collected through the use of three survey instruments: Teacher Belief Scale and Instructional Activities Scale (Hart et al., 1990 Hart, C., Burts, D., Charlesworth, P., Fleege, P., Ickes, M. and Durland, M. 1990. The teachers Questionnaire: Preschool version, Baton Rouge, LA: Louisiana State University, School of Human Ecology.  [Google Scholar]) and the In-service Teacher Self-Report Survey (Mitchell, 2002 Mitchell, L. C. 2002. Blending practices in regular education: A mixed method design study on course practicum and training experiences in relation to preservice teacher attitudes and knowledge about inclusion. Dissertation Abstracts International, 5: A63 (UMI No. 726467131). [Google Scholar]). Data were also collected through open-ended questions to assess Teachers' perceived level of preparation for the inclusive classroom. This study also examined whether education or experience levels had an influence on Teachers' perceptions regarding inclusive practices. Results of the study indicate that there is not a significant relationship between in-service Teachers' beliefs regarding developmentally appropriate practices and their attitudes toward, knowledge of, and comfort levels regarding inclusion. Additionally, results indicate that the Teachers' levels of education or experience do not necessarily indicate that they are prepared to meet the needs of the inclusive classroom environment. Implications regarding the preparation of and ongoing training needs of teachers are discussed.     

A Note from the New Editors

This article develops a multimodal model for how claims and evidence work across linguistic, numeric, and visual modes in the professional writing of environmental scientists. I coded and analyzed two reports (Bacey &; Barry, 2008 Bacey , J. , &; Barry , T. ( 2008 ). A comparison study of the proper use of Hester-Dendy® samplers to achieve maximum diversity and population size of benthic macroinvertebrates Sacramento Valley, California (Report No. EH08-2) . Sarcramento , CA : California Environmental Protection Agency . [Google Scholar]; Levine et al., 2005 Levine , J. , Kim , D. , Goh , K. S. , Ganapathy , C. , Hsu , J. , Feng , H. , &; Lee , P. ( 2005 ). Surface and ground water monitoring of pesticides used in the Red Imported Fire Ant Control Program (Report EH05-02) . Sacramento , CA : California Environmental Protection Agency . [Google Scholar]) written by research scientists working for California's Department of Pesticide Regulation (DPR) by applying concepts from studies of argument, genre, and visual representations in science. The claim-evidence patterns show initial and summative claims as well as warrants being presented in linguistic forms; however, supporting evidence (i.e., data and backing) is found in numeric, visual, and linguistic forms. These findings highlight the need to extend Toulmin's understanding of claim-evidence relationships into a more robust multimodal model.     

Structural Equation Models of Latent Interactions: Clarification of Orthogonalizing and Double-Mean-Centering Strategies

The purpose of this investigation is to compare a new (double-mean-centering) strategy to estimating latent interactions in structural equation models with the (single) mean-centering strategy (Marsh, Wen, & Hau, 2004 Marsh, H. W., Wen, Z. and Hau, K. T. 2004. Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction.. Psychological Methods, 9: 275–300. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 2006 Marsh, H. W., Wen, Z. and Hau, K. T. 2006. “Structural equation models of latent interaction and quadratic effects”. In A second course in structural equation modeling Edited by: Hancock, G. and Mueller, R. 225–265. Greenwich, CT: Information Age.  [Google Scholar]) and the orthogonalizing strategy (Little, Bovaird, & Widaman, 2006 Little, T. D., Bovaird, J. A. and Widaman, K. F. 2006. On the merits of orthogonalizing powered and product term: Implications for modeling interactions among latent variables.. Structural Equation Modeling, 13: 497–519. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Marsh et al., 2007 Marsh, H. W., Wen, Z., Hau, K. T., Little, T. D., Bovaird, J. A. and Widaman, K. F. 2007. Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approaches.. Structural Equation Modeling, 14: 570–580. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). A key benefit of the orthogonalizing strategy is that it eliminated the need to estimate a mean structure as required by the mean-centering strategy, but required a potentially cumbersome 2-step estimation procedure. In contrast, the double-mean-centering strategy eliminates both the need for the mean structure and the cumbersome 2-stage estimation procedure. Furthermore, although the orthogonalizing and double-mean-centering strategies are equivalent when all indicators are normally distributed, the double-mean-centering strategy is superior when this normality assumption is violated. In summary, we recommend that applied researchers wanting to estimate latent interaction effects use the double-mean-centering strategy instead of either the single-mean-centering or orthogonalizing strategies, thus allowing them to ignore the cumbersome mean structure.     

An Anthology of Voices: an Analysis of Trainee Drama Teachers’ Monologues

ABSTRACT

This paper reports on research undertaken into the processes through which student teachers begin to formulate an identity as a professional teacher. Using Fuller's investigations into the attitudes of trainee teachers towards their courses (1969) as a baseline, a discussion is established on the place of the student voice in contemporary initial teacher training programmes. In order to further investigate the potential importance of affording student teachers the opportunity to reflect on and express their thinking and feeling as they embark on their chosen career path, the concerns of a group of student drama teachers were recorded and interpreted. The vehicle for this exercise involved writing and subsequently performing reflective monologues. These were analysed by using The Listening Guide as composed by Gilligan et al. (2003 Gilligan, C., Spencer, R., Weinberg, M. K. and Bertsch, T. 2003. “On the Listening Guide: a voice-centered relational model”. In Qualitative Research in Psychology Edited by: Camic, P. M., Rhodes, J. E. and Yardley, L. 157–172.  [Google Scholar]). This paper illustrates how the methodology revealed distinct yet generally harmonious voices at work in the group in the first few weeks of their training year. Subsequent analysis suggests a model for the initial formation of a teaching identity built on aspects of self, role and character. Recognising the relative values and relationships between these factors for student teachers may, it is argued, provide greater security for them while affording their tutors insights which could help them to re‐shape initial teacher training programmes.     

Examining the Use of the ASSURE Model by K–12 Teachers

ABSTRACT

Heinich et al. (1999 Heinich, R., Molenda, M., Russell, J. D., &; Smaldino, S. (1999). Instructional media and technologies for learning (6th ed.). Englewood Cliffs, NJ: Merrill/Prentice Hall. [Google Scholar]) introduced the ASSURE model to guide teachers in how to plan and deliver lessons that effectively integrate technology into their classroom teaching. Its straightforward, practical approach has made it one of the most widely taught instructional models in the education arena. However, for all of its widespread use, there is very little empirical evidence examining the impact the model has on K–12 learning gains. This study, over a 2-year period, examined 39 separate cases of curriculum being developed using the ASSURE model and the curricula's subsequent effect in promoting student learning. In addition to analyzing scores on student assessments, teachers' perceptions and instructional strategies also were examined as part of this study.     

Analysis of Parent,Teacher, and Consultant Speech Exchanges and Educational Outcomes of Students With Autism During COMPASS Consultation

The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010 Ruble, L. A., Dalrymple, N. J. and McGrew, J. H. 2010. The effects of consultation on Individualized Education Program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32: 286–301. doi:10.1177/1053815110382973[Crossref], [PubMed] , [Google Scholar]; Ruble, McGrew, & Toland, 2011 Ruble, L., McGrew, J. and Toland, M. Randomized controlled study of teacher training in autism. Poster session presented at the meeting of the American Psychological Association. Washington, DC. August.  [Google Scholar]). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991 Leaper, C. 1991. Influence and involvement in children's discourse: Age, gender, and partner effects. Child Development, 62: 797–811. doi:10.1111/j.1467-8624.1991.tb01570.x[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality.     

Reliability of the Emotion-Related Parenting Styles Scale Across Gender and Parent Status Groups

Research Findings: Emotional and social competence are critical to a child’s current and future well-being. A. D. Paterson et al. (2012 Paterson, A. D., Babb, K. A., Camodeca, A., Goodwin, J., Hakim-Larson, J., Voelker, S., &; Gragg, M. (2012). Emotion-Related Parenting Styles (ERPS): A short form for measuring parental meta-emotion philosophy. Early Education &; Development, 23, 583–602. doi:10.1080/10409289.2011.569316[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) studied a sample of mothers and proposed that an adult’s approach to the socialization of a child’s emotions can be summarized in his or her parenting style as measured by the Emotion-Related Parenting Styles (ERPS) scale. These styles are emotion approving, emotion disapproving, active socialization, and uncertain/ineffective socialization of negative emotions. This study aimed to determine whether the ERPS scale is a reliable measure of the emotion socialization styles of parents and non-parents of both genders. Participants were 521 undergraduate students—males (n = 76), females (n = 445), parents (n = 290), non-parents (n = 231)—with a mean age of 32.26 years (SD = 9.92, range = 18–61 years). There were no significant differences between the ERPS subscale scores of parents and non-parents, but males and younger adults showed higher disapproving and uncertain responses. The factor structure of the ERPS was confirmed for females. One factor was found to be unreliable for males. Practice or Policy: The ERPS is a reliable measure of the emotion socialization styles of females. Further research is required to establish the scale’s reliability with males.     

A Framework for Test Validity Research on Content Assessments Taken by English Language Learners

In this article, I specify a conceptual framework for test validity research on content assessments taken by English language learners (ELLs) in U.S. schools in grades K–12. This framework is modeled after one previously delineated by Willingham et al. (1988) Willingham, W. W., Ragosta, M., Bennett, R. E., Braun, H., Rock, D. A. and Powers, D. E. 1988. Testing handicapped people Needham, MA: Allyn & Bacon..  [Google Scholar], which was developed to guide research on students with disabilities. In this framework for research on ELLs, there are eight indicators of test comparability. Five of these indicators are measures of score comparability, while three indicators are measures of task comparability. To date, research has been conducted on six of the indicators of test comparability for content assessments taken by ELLs. For these indicators, findings from representative studies are summarized. For the remaining two indicators of test comparability for which no published research currently exists, I describe the types of research studies that are necessary to gather evidence to evaluate the comparability of content assessments for ELLs.     

Literacy Teachers Engage in Service-Learning via Community Organization Involvement

Service-learning provides community service as well as authentic, curriculum-driven learning experiences (Furco &; Root, 2010 Furco, A. and Root, S. 2010. Research demonstrates the value of service-learning. Kappan, 91(5): 16–23. [Web of Science ®] , [Google Scholar]) and has been an effective component of teacher education courses (García, Arias, Murri, &; Surna, 2010 García, E., Arias, M. B., Murri, N. J. H. and Serna, C. 2010. Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education, 61: 132–142. doi:10.1177/002248710934787[Crossref], [Web of Science ®] , [Google Scholar]; Mitton-Kukner, Nelson, &; Descrochers, 2010 Mitton-Kukner, J., Nelson, C. and Desrochers, C. 2010. Narrative inquiry in service-learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26: 1162–1169. doi:10.1016/j.tate.2010.01.001[Crossref], [Web of Science ®] , [Google Scholar]; Spencer, Cox-Petersen, &; Crawford, 2005 Spencer, B. H., Cox-Petersen, A. M. and Crawford, T. 2005. Assessing the impact of service-learning on preservice teachers in an after-school program. Teacher Education Quarterly, 32(4): 119–135.  [Google Scholar]). With these authentic experiences, teachers construct conceptions of literacy learning as broader than classroom teaching and learning. This study investigates how 54 preservice elementary teachers (hereafter called teachers) learned about literacy development and cultural responsivity by engaging in a service-learning experience.     

Australian core Catholic youth,Catholic schools and religious education

This paper reports on research on the attitudes of a differentiated sample of students to Catholic schools in general and religious education in particular. Core Catholic youth are described, following Fulton et al. (2000 Fulton, J., Abela, A., Borowik, I., Dowling, T., Marler, P. and Tomasi, L. 2000. Young Catholics at the New Millennium; the Religion and Morality of Young Adults in Western Countries, Dublin: University College Press.  [Google Scholar]: Young Catholics at the New Millennium, Dublin, University College Press), as individuals who have an existing connection with the parish community. Some results that emerge from 58 in‐depth interviews with 14‐ and 15‐year‐old core Catholics are that they value their time in Catholic schools, feel that they are in a safe environment and are not well networked with others of a similar background. Attitudes to religious education by core Catholic youth are described as weak positive. Religious education is not unpopular but is not seen as a discipline that helps resolve some of the difficulties that they experience as young Catholics. These difficulties relate to trying to reconcile what they see as the conflict between the scientific and religious view of creation and many supernatural religious claims.     

Interrogating global flows in higher education

The paper critically reviews the concept of ‘global flows’, beginning with the discussions of flows and networks in Appadurai (1996 Appadurai, A. 1996. Modernity at large: cultural dimensions of globalisation, Minneapolis: University of Minnesota Press.  [Google Scholar]), Castells (2000 Castells, M. 2000. The rise of the network society, Oxford: Blackwell. [Crossref] [Google Scholar]) and Held et al. (1999 Held, D., McGrew, A., Goldblatt, D. and Perraton, J. 1999. Global transformations: politics, economics and culture, Stanford: Stanford University Press.  [Google Scholar]). Emphasising the need to embed ‘global flows’ in agency and history, and to explore global connectedness in terms of situated cases, the paper develops an analytical framework for analysing global flows in higher education. It then applies that framework in an examination of global ‘scapes’, impacts, transformations, situatedness and relations of power in two national universities, research leaders in their nations but located in contrasting nations: Universitas Indnesia and the Australian National University.     

Social Foundations of Education as an Unwelcome Counter-Narrative and as Educational Praxis

I am grateful for this opportunity to reflect on the field of Social Foundations of Education (SFE), in part because it affords an opportunity to advance an historical analysis of the trajectory of the field different from what we provided when my colleagues and I sent to press the Handbook of Research the Social Foundations of Education in 2009 (Tozer, Gallegos, Henry, 2011 Tozer, S. E., & Butts, R. F. (2011). The evolution of social foundations of education. In Tozer, S., Gallegos, B., & Henry, A., (Eds), Handbook of research in the social foundations of education (pp. 1–14). New York: Routledge. [Google Scholar]). I also welcome the opportunity to acknowledge a particular activist tradition established by earlier generations of Social Foundations scholars who have influenced my work. To quote Stuart Hall, these men and women engaged Social Foundations “as a practice which always thinks about its intervention in a world in which it would make some difference, in which it would have some effect” (in Tozer et?al., 2011 Tozer, S., Gallegos, B., & Henry, A. (2011). (Eds.). Handbook of research in the social foundations of education (p. 11). New York, NY: Routledge. [Google Scholar], p. 11). Finally, this occasion invites a perspective on the equity work in Chicago Public Schools that we have pursued since I introduced it in my AESA Presidential Address in 2006.