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by Scot Danforth — 2018
This historical analysis examines the parenting experiences of John Dewey and his wife Alice as they raised their son Sabino, an adopted child with a physical disability. The paper illuminates the medical and political challenges confronted by the family and concludes with an initial exploration of how this experience might have influenced Dewey’s political thought and action.

by Raymond Brown, Deborah Heck, Donna Pendergast, Harry Kanasa & Ann Morgan — 2018
This article describes a 4-year project spanning the development and trialing of the School Renewal Profiling Tool (SRPT). The development of the SRPT was informed by a sociocultural theoretical framework that built on the work of Harré’s concept of the Vygotskian space and Lave and Wenger’s notion of situated learning to explore a learning-based approach to school renewal.

by Jon Valant & Daniel Newark — 2017
This article compares what parents want from their children’s schools with what the U.S. public wants from public schools. It uses randomized experiments (some with nationally representative samples of respondents) to explore whether school choice reforms that empower parents might generate pressures on schools to pursue different goals and behaviors.

by Jennifer James, Jessica Kobe & Xiaoying Zhao — 2017
The authors explore the role of trust in children’s approaches to deliberative dialogue with their peers.

by Alexandra Pavlakis, Peter Goff & Peter Miller — 2017
This article aims to explore the unique impacts of homelessness—above and beyond poverty—on students’ academic growth.

by Dan Berebitsky & Christine Andrews-Larson — 2017
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.

by Serena Salloum, Roger Goddard & Ross Larsen — 2017
This article examines the measurement, antecedents, and consequences of social capital in high schools.

by Kori Stroub & Meredith Richards — 2017
Authors document recent trends in urban, suburban, and exurban metropolitan segregation and examine the impact of changes in racial/ethnic diversity on changes in metropolitan segregation between 2002 and 2012.

by Susan Yoon, Jessica Koehler Yom , Zhitong Yang & Lei Liu — 2017
This study compares teachers’ social and human capital variables to see which of the two predict growth in classroom implementation of a high school science intervention based in cognitively rich and technology curricula.

by Thomas Fallace & Victoria Fantozzi — 2017
In this essay, the authors review the extensive literature on the Dewey School to argue that most accounts of the school relate at least one of three historiographical myths: the Dewey School as misunderstood; the Dewey School as triumph; and/or the Dewey School as tragedy.

by Eric Rackley — 2016
Situated within social and cultural perspectives of literacy and motivation, this study examines religious youths’ personal motivations for reading complex, religious texts such as the Bible and the Book of Mormon by looking closely at the connections among their literacy practices, religious ideologies, and the expression of their religious identities.

by James Stillwaggon — 2016
As Robert McClintock argues, educational researchers often rely upon a distributive model of justice, despite its insufficiency in describing education’s formative aims. In this essay, I argue that the limits of our contemporary view of education as a distributable good can be traced to two distinct and contradictory traditions in educational thought: one, the distributive ideal of divine plenitude and the other, the formative principle that McClintock identifies in Plato’s Republic.

by Avi Mintz — 2016
Does Plato’s trailblazing discussion of common education in The Republic include all children or only those of the elite guardian class? The author proposes a new way of answering this question. He suggests that Plato’s ambiguous treatment of the third class’s education in The Republic may have been intentional, designed to provoke his readers to address this question.

by Robert McClintock — 2016
This paper introduces the human problem of acting justly; it discusses the work that concepts of justice perform in human action; it situates a concept of formative justice relative to other forms of justice (i.e., distributive, retributive, social); and it explores some implications formative justice can have for educational policy and practice.

by Trynke Keuning, Marieke van Geel, Adrie Visscher, Jean-Paul Fox & Nienke Moolenaar — 2016
This study uses a social network perspective to explore how collaboration in 32 elementary schools in the Netherlands takes shape in the interactions among teachers as they engage in a data-based decision making reform project.

by Noli Brazil — 2016
In a review of 42 neighborhood effects studies on youth-related outcomes conducted in the the 1990s, Leventhal and Brooks-Gunn find that only two articles examined neighborhoods and schools simultaneously. This paper updates their reviews, explores why it is important to consider neighborhoods and schools in combination and uses data from the National Longitudinal Study of Adolescent Health to empirically examine the effects of studying one context but ignoring the other.

by Gregory Palardy, Russell Rumberger & Truman Butler — 2015
This study examines the effects of socioeconomic, racial, and linguistic segregation on cognitive and noncognitive skills in American high schools.

by Christopher Span — 2015
This chapter details how slavery, segregation, and racism impacted the educational experiences of African Americans from the colonial era to the present. It argues that America has yet to be a truly post-slavery and post-segregation society, let alone a post-racial society.

by Edward Buendía & Paul Humbert-Fisk — 2015
The field of urban education knows little about the role of suburban mayors in political fragmentation, or division into smaller organizational units, of multi-city suburban school districts, particularly in relation to contemporary mayoral control activity in central cities. This article reports on a mixed method study that examined the interplay of political, fiscal and demographic dynamics that contributed to the split of a large, U.S., suburban school district. The authors found that rapid demographic and financial shifts in school districts shared by multiple suburban cities can catalyze secession activities. Strong city mayors were a key force propelling division and modifying district governance structures through heightening the prominence of city borders and local control, even when the threats were neighboring middle class cities. The authors conclude that these practices of division and appropriation by cities and their leadership will only diminish democratic process of school governance and exacerbate social-class and racial segregation.

by Jeff Frank — 2015
This article develops the significance of James Baldwin’s thinking for teacher education. In particular, the article develops Baldwin’s thinking on three interrelated themes: white innocence, fear, and love. The article concludes by arguing that Baldwin’s thinking—particularly his thinking on love—should be given more sustained attention by educators, especially teacher educators.

by Lara Perez-Felkner — 2015
This study investigates how underrepresented students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might facilitate their transition to four-year colleges.

by David Hansen — 2015
In this article, the author criticizes popular responses to the question whether education is possible in the world today. He argues that the question of education needs to be kept open in order to ensure the continuation of education itself.

by Ruth Berkowitz , Hagit Glickman , Rami Benbenishty, Elisheva Ben-Artzi , Tal Raz, Nurit Lipshtat & Ron Avi Astor — 2015
This study examines whether school climate compensates, mediates, or moderates the relationship among student and school SES and mathematics test scores from a nationally representative sample of 5th and 8th grade schools in Israel.

by Kristen Pozzoboni — 2015
This chapter highlights the voices and experiences of young people in a rural part of the United States as they examine youth engagement in academic and community life and generate recommendations for policies and practices to prevent youth from becoming disconnected.

by Barbara Condliffe, Melody Boyd & Stefanie DeLuca — 2015
In this article, we use in-depth interviews with 118 low-income urban youth to investigate how family and neighborhood contexts interact with public school choice policies to shape the educational careers of inner-city students.

by Danielle E. Forest, Kasey Garrison & Sue C. Kimmel — 2015
This article explores portrayals of social class in international, translated literature for children. The authors outline a framework for analyzing class in children’s literature and suggest that books with global origins may provide complex and realistic images of issues related to class.

by Curt Adams, Patrick Forsyth , Ellen Dollarhide , Ryan Miskell & Jordan Ware — 2015
This study advances self-regulatory climate as a social resource for student self-regulation and achievement.

by Philip Lee — 2014
This article examines the student activism that led to the Fifth Circuit’s ruling in Dixon v. Alabama State Board of Education (1961). It explores how the students’ civil rights activism was transformed into a fight for students’ rights and analyzes the interplay of this transformation with future civil rights work.

by Nicholas Bowman & Dafina-Lazarus Stewart — 2014
This article explores the extent to which students’ precollege exposure to racial/ethnic difference within schools, neighborhoods, and friendship groups predicts their complex racial attitudes upon entering college.

by Jennifer Vadeboncoeur, Hitaf Kady-Rachid & Bruce Moghtader — 2014
The chapter introduces the volume on the basis of four principles: seeing education holistically as inclusive of diverse learning contexts; recognizing that learning opportunities emerge both in and across contexts; advancing research on learning in ways that enable the study of learning over time and across contexts; and attending to possible futures in the present.

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