In this essay Robert Rhoads, Jennifer Berdan, and Brit Toven-Lindsey examine some of the key literature related to the open courseware (OCW) movement (including the emergence and expansion of massive open online courses, or MOOCs), focusing particular attention on the movement's democratic potential. The discussion is organized around three central problems, all relating in some manner or form to issues of power: the problem of epistemology, the problem of pedagogy, and the problem of hegemony. More specifically, the authors raise issues related to the narrow notion of knowledge typically conveyed in the OCW movement, a limited understanding of what constitutes empowering pedagogy, and the lack of treatment of inequities associated with the production of courseware materials. The authors go on to argue that the lack of critical analysis of the OCW movement is tied to its relative alignment with educational reforms driven by neoliberal ideology and that such alignment serves to limit the movement's democratic possibilities. © 2013 Board of Trustees.

This report includes findings from the CA MTSS Phase 2A Pilot Project’s Year 3 and Phase 2B Pilot Project’s Year 1 of participation qualitative data collection and analysis. In this report, we share findings from analysis across 35 schools from 26 districts in California as they implement the MTSS framework at the school site level. For the past five years, CTS has been leading a statewide CA MTSS pilot program to support schools in building positive school climates by ensuring that all students’ academic, behavioral, and social-emotional needs are met. Our team has been exploring how educators implement the CA MTSS framework and how educators think about—and address—discipline disparities apparent by race. Students of color—especially Black and American Indian students—are more likely to experience lower achievement outcomes than their white peers; and are more likely to receive punitive, exclusionary discipline (e.g., suspensions) than their peers for the same behaviors. The project is co-led by Orange County Department of Education, Butte County Office of Education, and the University of California, Los Angeles Center for the Transformation of Schools (UCLA CTS). Learn more on the CTS website.