In New York City, a partnership between Teach For America (TFA), the New York City Department of Education (NYCDOE), the Relay Graduate School of Education (Relay), and three charter school networks produced a parallel education structure within the public school system. Driving the partnership and the parallel education structure are the free market ideologies that emerged in the late 1970s that helped to open education to outside organizations. This paper captures two intertwined phenomena; the formation of the parallel education structure and the various partnerships that helped built it. This has resulted in two unique pathways within the public school system. One pathway focuses upon local area conventional public schools that are administered by the NYCDOE. The other pathway represents failing local area public schools that are run by charter school networks. This paper looks beyond TFA’s current influence within the classroom and explores how market forces led to its role with other educational organizations.

Purpose – The purpose of this paper is to provide an overview of the current and past work using discourse analysis in the field of educational administration and of discourse analysis as a methodology. Design/methodology/approach – Authors reviewed research in educational leadership that uses discourse analysis as a methodology. Findings – While discourse analysis has been used in the field, little work has been done that explores “leadership” as a discourse practice. Originality/value – Increased use of discourse analysis in the field might unearth the ways principals and superintendents are creators of discourse and mediators of the discourses of others.

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Intimate partner violence (IPV) is a societal problem with many repercussions for the health care and judicial systems. In the United States, women of color are frequently affected by IPV and experience negative, physical, and mental ramifications. Increasing IPV perpetration and perpetration recurrence rates among men of Mexican origin (MMO) warrants a better understanding of unique risk factors that can only be described by these men. Qualitative studies regarding MMO and distinct IPV risk factors among this populace are few and infrequent. The purpose of this study was to describe IPV risk factors among men of MMO and to describe the process by which these men are able to overcome IPV perpetration risk factors. Fifty-six men of Mexican origin from a low-income housing community in far-west Texas were recruited for participation in audiotaped focus groups. Grounded theory (GT) methodology techniques were utilized to analyze, translate, and transcribe focus group data. Data collection ended when saturation occurred. Participants described risk factors for IPV. Emerging themes included: environment as a context, societal view of MMO, family of origin, normalcy, male and female contributing factors to IPV, and breaking through. Theme abstractions led to the midrange theory of Change Through Inspired Self-Reflection which describes the process of how MMO move from IPV perpetration to nonviolence. The results of the study provide insight on what MMO believe are IPV risk factors. There are implications for clinicians who provide services to MMO, and provide the impetus for future research among this population.

This qualitative study describes the development of hybrid teacher preparation programs that emerged as a result of a “forced” partnership between university-based and alternative teacher preparation programs in New York City. This hybrid experiment was a short-lived, yet innovative by-product of a somewhat pragmatic arrangement between Teach for America, NYC Teaching Fellows and various universities to meet state requirements for credentialization. The institutions benefited from the arrangement but noteworthy here is the documentation of how the teacher education programs informed each other and potentially created a richer educational experience for teacher candidates than either of the programs had alone. With the development of Relay, a stand-alone, alternate graduate school, the partnership, despite its early promise, was ended. With all of its challenges, this forced partnership was characterized by creative and competitive tensions, rather than what ultimately became two parallel teacher education systems largely isolated and in competition with each other.