Matthew S McCluskey
Dados Biográficos
| ID | 5740944 |
|---|---|
| NOME | Matthew S McCluskey |
| PRENOMES | Matthew S |
| SOBRENOME | McCluskey |
| ASSINATURA | MCCLUSKEY M S |
| AFILIAÇÕES | University of Vermont |
| ORCID | 0000-0002-2911-7849 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2023 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Teaching, Guilt, and Moral Injury
The school improvement industry, resistance, and prophecy
Responding to the call for “Short Notes on the State of Educational Change and Its Future,” I reflect on changes explicitly and implicitly articulated through twenty-five years of Journal of Educational Change scholarship and educational change scholarship more broadly, particularly external actors’ increasing prominence in and control over educational change. I then argue we must look to educators’ resistance to those private forces as a map to …
Reform for “These” Kids
Charter schools were originally envisioned as laboratories of innovation, but we have scant empirical evidence of how charter policies and ideas have spread beyond charter walls into the wider educational landscape. The diffusion of knowledge reflects networks of power, and tracing diffusion can unearth the discursive and power dynamics at play. Using a systematic search of publicly-available documents, this study investigated the geographic diff…
Black Teacher
Background: Although the extant critical literature suggests that no-excuses charter schools and charter management organizations (CMOs) embody neoliberal and racist logics, recent staffing data suggests that they have diversified their teaching force considerably over the last decade. Indeed, national staffing data indicates that charters and CMOs now employ more Black teachers than traditional public schools. This study aims to understand this …
Signifying Improvement
School Improvement Plans (SIPs) have been shown to be generally of poor quality and written more as acts of compliance than efforts at genuine reform. This raises the question: if SIPs are ineffective at improving schools, what is their larger purpose? In this conceptual paper, we argue that SIPs are discursive sites where schools can signal their adherence to ostensibly proven and acceptable models of reform. They do so through the use of reform…
Uncommon or too common? The discursive diffusion and transformation of charter edupreneurial policy ideas
Posting Against the System
After the murder of George Floyd, Black Indigenous and People of Color (BIPOC) teachers at no-excuses charter management organizations (CMOs) formed digital counterpublics on Instagram to anonymously denounce their CMO experience. Grounded in the concept of neoliberalism, Critical Race Theory, and Black Critical Theory, this study uncovers the primary patterns in teacher posts across CMO-based BIPOC@ and Black@ Instagram accounts. Teachers engage…
Leave Like a Champion
Teacher turnover remains considerably higher at Charter Management Organizations (CMOs), despite initially high perceptions of fit at the time of hire. Grounded in an emerging branch-off of job embeddedness theory—teacher embeddedness—this multi-site case study of one urban CMO used interviews of departed teachers and principals and focus groups of new and veteran teachers to determine the predominating factors of reduced feelings of embeddedness…
Putting the Self in Self-Efficacy
The factors that influence the construction of a teacher’s sense of self-efficacy are complex. The authors used a qualitative research design to explore the reflections of a sample of 25 K-12 early career teachers as they made sense of their own abilities. The results show that theorized sources of self-efficacy—mastery experiences, vicarious experiences, and verbal persuasion—all remain important but are interpreted through each participant’s un…
Putting the Self in Self-Efficacy
The factors that influence the construction of a teacher’s sense of self-efficacy are complex. The authors used a qualitative research design to explore the reflections of a sample of 25 K-12 early career teachers as they made sense of their own abilities. The results show that theorized sources of self-efficacy—mastery experiences, vicarious experiences, and verbal persuasion—all remain important but are interpreted through each participant’s un…
Uncommon or too common? The discursive diffusion and transformation of charter edupreneurial policy ideas
Putting the Self in Self-Efficacy
The factors that influence the construction of a teacher’s sense of self-efficacy are complex. The authors used a qualitative research design to explore the reflections of a sample of 25 K-12 early career teachers as they made sense of their own abilities. The results show that theorized sources of self-efficacy—mastery experiences, vicarious experiences, and verbal persuasion—all remain important but are interpreted through each participant’s un…
Leave Like a Champion
Teacher turnover remains considerably higher at Charter Management Organizations (CMOs), despite initially high perceptions of fit at the time of hire. Grounded in an emerging branch-off of job embeddedness theory—teacher embeddedness—this multi-site case study of one urban CMO used interviews of departed teachers and principals and focus groups of new and veteran teachers to determine the predominating factors of reduced feelings of embeddedness…
Signifying Improvement
School Improvement Plans (SIPs) have been shown to be generally of poor quality and written more as acts of compliance than efforts at genuine reform. This raises the question: if SIPs are ineffective at improving schools, what is their larger purpose? In this conceptual paper, we argue that SIPs are discursive sites where schools can signal their adherence to ostensibly proven and acceptable models of reform. They do so through the use of reform…
Uncommon or too common? The discursive diffusion and transformation of charter edupreneurial policy ideas
Posting Against the System
After the murder of George Floyd, Black Indigenous and People of Color (BIPOC) teachers at no-excuses charter management organizations (CMOs) formed digital counterpublics on Instagram to anonymously denounce their CMO experience. Grounded in the concept of neoliberalism, Critical Race Theory, and Black Critical Theory, this study uncovers the primary patterns in teacher posts across CMO-based BIPOC@ and Black@ Instagram accounts. Teachers engage…
Teaching, Guilt, and Moral Injury
The school improvement industry, resistance, and prophecy
Responding to the call for “Short Notes on the State of Educational Change and Its Future,” I reflect on changes explicitly and implicitly articulated through twenty-five years of Journal of Educational Change scholarship and educational change scholarship more broadly, particularly external actors’ increasing prominence in and control over educational change. I then argue we must look to educators’ resistance to those private forces as a map to …
Reform for “These” Kids
Charter schools were originally envisioned as laboratories of innovation, but we have scant empirical evidence of how charter policies and ideas have spread beyond charter walls into the wider educational landscape. The diffusion of knowledge reflects networks of power, and tracing diffusion can unearth the discursive and power dynamics at play. Using a systematic search of publicly-available documents, this study investigated the geographic diff…
Black Teacher
Background: Although the extant critical literature suggests that no-excuses charter schools and charter management organizations (CMOs) embody neoliberal and racist logics, recent staffing data suggests that they have diversified their teaching force considerably over the last decade. Indeed, national staffing data indicates that charters and CMOs now employ more Black teachers than traditional public schools. This study aims to understand this …
Political science (5 obras) · Sociology (5 obras) · Teacher Education and Leadership Studies (5 obras) · Charter (4 obras) · Psychology (4 obras) · Critical Race Theory in Education (3 obras) · Law (3 obras) · Pedagogy (3 obras) · Public Administration (3 obras) · Public relations (3 obras)