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Volume 118, Number 5 (2016)

 
by Wendy Cavendish, Beth Harry, Ana Maria Menda, Anabel Espinosa & Margarette Mahotiere
The purpose of this study is to examine the Response to Intervention (RTI) implementation process in two culturally diverse, urban schools. The authors describe the process of large scale RTI implementation through the lens of Systems Change Theory.
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by Jody Piro & Gina Anderson
In this article, a typology for an online Socrates Café discussion forum emerges from the theoretical framework of pedagogical and dispositional components guiding the pedagogy. The typology may assist instructors to create and sustain purposeful online discussion forums that engage students in deliberative discussion.
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by Jessica Thompson, Sara Hagenah, Hosun Kang, David Stroupe, Melissa Braaten, Carolyn Colley & Mark Windschitl
Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) that elevate, or fail to elevate, students’ explanatory rigor in equitable ways.
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by Laura Desimone, Eric D. Hochberg & Jennifer McMaken
Do teacher knowledge and instructional quality grow in the first two years of teaching? Are they related to each other? The authors examine these questions with a sample of 45 middle school math teachers in their first two years of teaching, from 11 districts in four states.
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by Linda Caswell, Alina Martinez, Okhee Lee, Barbara Brauner Berns & Hilary Rhodes
This study examined whether the National Science Foundation’s Discovery Research in K–12 program has made a unique contribution to the research in the fields of science and mathematics education for English language learners (ELLs). We compared research from ELL science and mathematics projects that were funded by the program with research in these fields in terms of research topics, design, methods, outcomes, and researcher expertise.
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by Francesca A. López
This study examines the relationship between teacher-reported culturally responsive beliefs and behaviors and grade 3–5 Latino students’ reading outcomes.
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by Wayne Journell
This article analyzes the act of teacher political disclosure using both the democratic and interpersonal aspects of Foucault’s notion of parrhēsia.
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by Xueli Wang
Guided by Weidman’s Undergraduate Socialization Theory, this study explores factors influencing the educational expectations and progress of students at a public 2-year college in a Midwestern state.
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