Volume 120, Number 8, 2018
This article focuses on how a new urban public high school created a media production lab to put making practices at the center of teaching and learning.
In this paper, authors examine public Pre-K policy enactment through a study of New Jersey’s highly regulated Pre-K program and Wisconsin’s locally determined, mid-regulation 4K program.
This study investigates the extent to which there is a typology of teachers who use technology, using a nationally generalizable dataset from the National Center of Education Statistics.
This article uses three commonly cited criteria for evaluating whether educators should frame marriage equality as controversial following the 2015 landmark ruling in Obergefell v. Hodges that legalized same-sex marriage in the United States.
This study problematizes the current idiosyncratic nature of clinical experiences provided for most pre-service teachers during the initial preparation period and its consequential impact on the learning of pre-service teachers and their future students in classrooms.
This article reports on a yearlong qualitative study of ninth graders identified as struggling readers. Analysis showed that youths tended to participate in limiting contexts that positioned them as deficient readers regardless, sometimes, of skilled, engaged reading, but when classroom contexts focused on disciplinary literacy and building trusting relationships, youths positioned themselves as readers and learners.
This study explores the ways in which senior campus leaders’ public advocacy shapes the extent to which campus community members perceive the climate as diverse and inclusive. Data are drawn from the Personal and Social Responsibility Inventory, a national campus climate survey.
This article investigates the ethical implications of the growing phenomenon of armed public school teachers.
There are no commentaries for this issue
There are no Off The Record or Editorials for this issue