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Volume 120, Number 11, 2018

Featured Articles
by Ethan Hutt & Jack Schneider
This article offers an historical analysis of the structural and cultural aspects of American education that helps explain the durability of standardized testing in the face of more than a century of persistent criticism.

by Christopher Redding & Samantha Viano
This article draws on the sensemaking framework and status risk theory to describe the beliefs held by teachers and teacher leaders during the development and implementation of a locally developed innovation.

by Xin Ma, Xian Wu, Jing Yuan & Xingkai Luo
In this article, the authors separate the competing effects on science achievement among four educational units: students, classrooms, teachers, and schools. They identify factors at each level critical to science achievement.

by Chrystal George Mwangi
Using qualitative methods, this study explores how African immigrant multigenerational families engage in college preparation.

by Lisa Romero
Although student trust is associated with fewer disciplinary incidents and better academic outcomes, the benefits do not accrue equally to all students. Black students, particularly males, benefit less from trust. Black students are penalized in multiple ways beyond suspension for disciplinary incidents, suggesting unequal consequences of equal discipline.

by Alexandra Pavlakis
The purpose of this study is to learn how school and community leaders in a rapidly growing suburb make sense of rising poverty and homelessness.

by Jomo Mutegi, Jada Phelps-Moultrie & Vanessa Pitts Bannister
The objective of this article is to promote critical discourse around the conceptualization and implementation of hip-hop-based pedagogy (HHBP) by (a) identifying a set of challenges presented in the conceptualization of HHBP scholarship, (b) describing the narrative that these challenges converge to support, and (c) suggesting an alternative narrative aimed at fostering a more empowering use of HHBP.

by Avary Carhill-Poza
Researchers use ethnography and discourse analysis of student interactions to describe how emergent bilingual students scaffold their own academic language development with peer support through the use of multiple linguistic codes in classroom contexts.

 
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