Collaboration is an integral aspect of practitioner inquiry, and ample research has shown that inquiry communities encourage effective collaboration among teachers. However, little research highlights how teacher inquirers can foster inquiry-centered collaboration with others. This paper shares how one teacher-inquirer invited students, colleagues, and school leadership to inquire with her about inequitable enrollments in her high school’s AP courses. Through her ongoing and iterative collaboration with multiple stakeholders, the teacher-inquirer built a school-wide network of co-inquirers to improve accessibility and support in AP courses to ensure all students can succeed.

Generative artificial intelligence (GenAI) technologies are increasingly sold to classroom teachers as solutions capable of addressing teachers’ need to respond to student writing with efficiency and effectiveness. High school English language arts teachers, in particular, face large collections of student writing, the reading and response to which is challenging given burgeoning class sizes and ever-growing, non-instructional responsibilities. In this article, we present an analytic consideration of GenAI as a “solution” to a teacher’s need to respond to student work products as a sticking point. Using a prompt engineered conversation with the GenAI platform Claude (Anthropic) and fictionalized student writing, we complicate this decisional space by highlighting the ethical stickiness of the tensions between the students’ correct use of American Standard English, writing instruction, and writing theories. We advocate for the consideration of the learning costs associated with using GenAI large language model platforms whose generated responses tend to focus on the “correct” use of American Standard English.

Traditional literary discussion often relies on structured prompts and formal analysis, which may limit student engagement. This article explores collaborative songwriting as a dynamic, dialogic space for literary discussion in secondary English classrooms. The research emerges from an experience where students transformed their understanding of A Separate Peace by John Knowles into a parody song set to Bob Dylan’s Like a Rolling Stone. The article examines how collaborative songwriting fosters literary discussion, deepens textual comprehension, and enhances student engagement. It also investigates the pedagogical implications of integrating music into literature studies. Through qualitative analysis of student discussions, lyrics, and reflections, the study captures the ways in which students engaged with literary themes, character development, and textual interpretation through songwriting. The teacher-researcher’s observations and student feedback provide additional insights into the effectiveness of this approach. The article reveals that collaborative songwriting encouraged deeper literary engagement, creativity, and critical thinking. Students demonstrated nuanced interpretations of the text while fostering a collaborative learning environment. This research highlights the potential of integrating music into English instruction to enhance student participation and literary comprehension, and it suggests that creative, student-driven approaches can enrich traditional literary analysis and discussion practices.

This viewpoint reflects my personal and professional journey through the landscape shaped by the No Child Left Behind Act (NCLB). I explore how NCLB’s legacy reveals deep inequities in educational policy and practice, particularly for students from marginalized communities. By blending historical context, data analysis, and lived experience, I argue that the promise of equity was undermined by punitive accountability systems. This piece calls for a new direction rooted in culturally responsive pedagogy, holistic support systems, and community-centered education reform.

Teacher education programs play a crucial role in preparing future educators to navigate classroom complexities and address bullying. This paper examines the observations of future teachers over two semesters, revealing a tendency to critique teachers rather than consider broader societal influences on bullying. Advocating for a multidimensional approach, this paper calls for nurturing a broader perspective among educators to cultivate supportive school cultures. It also highlights the cyclical nature of the education system, stressing the need to address systemic issues to foster effective and supportive educational environments. This prompts a critical question: will future educators themselves face critique from the next generation of teachers? Recognizing this dynamic underscores the importance of avoiding sole attribution of blame to individual teachers.

No American public K-12 school should be failing or performing below acceptable standards. This article offers a practical guide for successfully turning around low-performing or failing secondary education institutions using an integrative approach to leadership. A review of the literature shows that there are many reasons why some schools are low-performing, and poor leadership is often at the top of the list. Locating the best leaders for such schools can have a direct impact on reducing their numbers and making sure their students receive the best possible education. This article provides specific recommendations on how leadership can serve as the impetus for turning around low-performing schools.

Deepfake technology, once primarily associated with political disinformation and entertainment, is now being weaponized in schools as a new and insidious form of cyberbullying, posing significant risks to student safety and well-being. Unlike traditional bullying, deepfakes allow for the creation of hyper-realistic, fabricated content, depicting students in harmful or compromising scenarios they never participated in, leading to severe reputational damage and emotional trauma. Adolescents, especially vulnerable during critical stages of identity formation and social belonging, face heightened risks from this insidious form of digital harassment. This paper examines the psychological toll of deepfake bullying, the challenges of detecting and controlling its viral spread on social media, and the legal complexities surrounding institutional responses. It proposes essential solutions for schools, including the integration of AI-driven detection tools, comprehensive digital literacy programs, and mental health interventions tailored to victims’ needs. Furthermore, the paper calls for immediate institutional action and advocates for updates to cyberbullying policies to specifically address deepfake-related harms.These strategies are critical to empowering students and educators to confront the evolving digital landscape and ensuring that educational environments remain safe and supportive amid the rise of AI-driven harassment.

The field of teaching has and still inducts its newest members into the profession in ways that are not dissimilar to hazing. Using research on beginning teacher development and my dissertation work, where I traced the instructional trajectories of nine secondary history/social studies teachers starting in their preparation and following them into their second year of teaching, this essay highlights some of the issues facing new teachers while suggesting ways that schools and districts might create systems of support that cultivate, rather than deteriorate, the next generation of teachers.

As Generative AI (GenAI) technologies increasingly permeate academic research, the assessment of the validity and reliability of AI-generated outputs has become essential. This article presents a comprehensive framework designed to evaluate the accuracy and consistency of GenAI content, emphasizing key components such as assessment criteria and evaluation methodologies. The framework incorporates both statistical methods and qualitative assessments to provide a holistic approach to evaluation. Furthermore, ethical considerations regarding authorship, intellectual property, and bias in AI outputs are examined, underscoring the need for transparent practices in scholarly communication. The article also discusses the evolving standards in AI research and the importance of interdisciplinary collaboration in refining assessment frameworks. A call for further research is made to explore the long-term effects of GenAI on academic practices and to encourage active participation in framework development. Ultimately, this work aims to foster ongoing dialogue about the integration of GenAI in research, prompting scholars to consider how these technologies can enhance productivity while maintaining critical thinking and originality. By establishing robust evaluation practices, the academic community can navigate the complexities of GenAI responsibly and effectively.

Project-Based Learning (PBL) is a practical pedagogical approach that fosters deeper learning in 21st-century classrooms. Since multiple interpretations of PBL exist, it raises questions about what the key principles of PBL are. To address that, one approach is to revisit the foundational principles of PBL from the history of curriculum studies as history informs current practice. Historically, PBL is rooted in the ideas of two prominent educational theorists, John Dewey and William Kilpatrick. However, limited research has examined the similarities and differences between the ideas of Dewey and Kilpatrick, whose ideas are still relevant and continue to influence PBL’s development. This paper explores how Dewey’s and Kilpatrick’s progressive ideas connect with current PBL practices, particularly regarding learning standards, assessment, and technology integration. By examining Dewey’s and Kilpatrick’s ideas, this paper provides valuable guidance for educators on effectively implementing PBL to enhance students’ deeper learning.