Teacher Advice-Seeking: Relating Centrality and Expertise in Middle School Mathematics Social Networks

by Dan Berebitsky & Christine Andrews-Larson
This study investigates how expertise and formal roles relate to who is sought for advice on mathematics instruction, as measured by centrality, in 30 urban middle schools.
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Contextualizing the Impacts of Homelessness on Academic Growth

by Alexandra E. Pavlakis, Peter Goff & Peter M. Miller
This article aims to explore the unique impacts of homelessness—above and beyond poverty—on students’ academic growth.
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IEP Measurable Annual Goals and Benchmark Objectives: Independence as a Synonym for Intrinsic Motivation

by Hope Nye
To support every student’s educational progress, the IDEA provides a framework through a system of measurable annual goals listed within student IEPs. Benchmark objectives following the gradual release of responsibility model of instruction scaffold supports for students to master skills identified within their measurable annual goals. When fading these supports through benchmark objectives, students transition from external to internal motivation when achieving independence with their target skill.