Volume 119, Number 8, 2017
This study explores the relationships among fifth-graders’ perceived learning opportunities in school science, their perceptions of self in science, and their desire to take more science courses in middle and high school, using two different samples of students.
This study examines the speaking abilities of K–2 Hispanic ELs who were randomly assigned to an arts-based professional development program that emphasized oral English-language interactions. Additional review suggests that the activities corresponded well to Common Core speaking and listening standards, but concerns are raised that a lack of speaking assessments in the Common Core may result in a subsequent distortion of K–2 instruction.
This study uses the lenses of positive education and self-determination theory to examine features of the school environment that promote reading growth in students.
This paper analyzes the different ways in which white parents and parents of color conceive of good parenting in the era of high-stakes testing. It demonstrates the processes that help to produce inequities in our current educational system related to race, class, and G&T identification.
Using a national sample of 8,634 alumni from 229 institutions, this longitudinal study explores the extent to which two types of college diversity experiences (cross-racial interaction and curricular/co-curricular diversity engagement) predict aspects of informed citizenship associated with supporting a deliberative democracy six years after graduation.
This study addresses the link between instruction and achievement as well as the link between instruction and socioemotional development in early schooling mathematics instructional practices.
This article systematically analyzes self-report student survey instruments that assess student-teacher relationships. From its results, implications are drawn for conceptual specification and future survey design.
This article investigates the relationship between the coherence of school improvement efforts and changes in student achievement on national examinations.
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