Callahan and Chumney use a comparative case study approach to examine the experiences and outcomes of remedial writing students enrolled in two urban public institutions: a community college and a research university. Applying Bourdieu’s theory of practice, this ethnographic study reveals that institutions further determine the advantage or disadvantage of remedial students by controlling their access to cultural capital, which is critical for navigating the field of higher education successfully.

The growing population of English language learners (ELLs) in U.S. schools and the low academic achievement of many of these learners have been the subject of much debate. A significant related issue is determining the sources of ELLs' difficulty, namely, understanding the distinction between learning disabilities (LD) and learning difficulties due primarily to contextual factors and second-language learning. This article addresses the future directions for research in this area, with an emphasis on the need to build consensus through converging lines of evidence.

David Berliner's 2005 Presidential Invited Speech to the American Educational Research Association meeting in Montreal, Canada, May, 2005.

The authors argue that society holds largely negative views of youth. As a result, at least in part, too many youth are left alone or are given very little guidance and support. We must begin to view youth as an investment instead of a burden if we are to sustain the quality of our society.

This article draws on the author’s experience both as a teacher in inner city schools and as a researcher to explain the cause of student's blank stare when asked open-ended questions, and the keys to eliminating the problem.

Drawing on an interpretive study of classroom authority relations in a U.S. metropolitan high school, this article describes and analyzes the character of these relations, and their connection to social theory and educational ideologies.

The article examines how zero tolerance policy is enacted in schools, and how the policy is supported by developments in technology, crime and prison policy, and social science theories of delinquency. The reseach is based on qualitative research and policy analysis, and has an interdisciplinary focus that would be of interest to educators, policymakers, and school administrators.

A story about "tacit to explicit" learning and the importance of conversation to the learning process.

This commentary argues that we must understand and respond to the emotional issues posed for students by violent school environments so that all students can begin to prepare for the academic challenges envisioned by the No Child Left Behind Act.

Study examines the relationship between pedagogy and classroom control in traditional and progressivist teaching practices. Based on study of current Israeli school reform program, I argue that this relationship has been inadequately addressed, both in theory and in practice.

This essay asks how Head Start has survived and even thrived over 35 years when other Great Society programs have died. To answer this question, it explores the connection between civil rights activists, intellectuals studying child development and social programs for children, and community action embodied in Great Society legislation, and how parents experienced Head Start in ways not predicted by policy makers and advocates.

This article examines the historical development of after-school programs serving low-income children including objectives and practices in each era, formative influences, implementation challenges, and role in children’s lives.

From a life course perspective, high school dropout culminates a long-term process of disengagement from school. The present paper uses data from a representative panel of Baltimore school children to describe this unfolding process.

The authors examine the career and college advice that high school counselors and vocational teachers give to the forgotten half and make suggestions about how schools can better assist in postsecondary planning for workbound students.

In the context of the current standards-based reform movement, the authors explore the “mismatch” between the structure of schools and the social, cultural, or economic backgrounds of students identified as problems over the past century and a half.

This article contrasts the discourses of teen pregnancy articulated by low-income women in an urban high school with those of the media to suggest that educators and policy-makers rethink the “problem” of teen pregnancy.

Using data from the National Educational Longitudinal Study (NELS:88), the authors investigate how access to teacher-based forms of social capital affects the probability of dropping out for students who enter high school with different types and levels of risk.

Using data from the Tennessee Project STAR, the authors examine the impact of the duration of participation in small classes in grades K-3 on student performance in later grades.

Drawing on four case studies, the author considers the activities of mentors that help the students they guide become more prepared for schooling and careers.

The study examines the relationship of teacher learning, teaching practice, school restructuring, and student outcomes in three high performing high schools for students at-risk.

An examination of the informal curriculum of an after-school program for students at-risk of dropping out of school.

A look at programs that reduce damaging outcomes for at-risk youth.

An examination of the complex array of factors that put young children at risk and the numerous successful programs that have already demonstrated their potency.

This article discusses the importance of teacher attitudes and cultural orientation in successfully teaching in an inner city community.

However else they may be shorted, our "disadvantaged" children don't lack for attention. From the local public school to the carpeted offices of government, this group evokes multiple expressions of deep concern and promises of vigorous effort—an interest all the more impressive because most of it seems obviously genuine. Unfortunately, almost all the remedial action thus far appears to rest on assumptions that plague our schools and hinder their progress.

Mental and emotional development is highly relevant to school achievement. The author has worked on a classification which conceptualizes emotional development—and maldevelopment—as a product of a child's biologic nature interacting with his environment. The categories of the classification are briefly defined, the etiologies discussed, and the manifestations of each described in terms of observable school performance and behavior.

The controversy goes on about the value of our compensatory programs. Before we become more deeply involved—and more pessimistic—the author suggests we might do well to take a close look at the Israeli approach to dealing with their educational misfits.

The more we know about diverse children, the more complex becomes the problem of readiness. The author reviews relevant research and proposes a number of suggestive new guidelines.