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Volume 118, Number 12 (2016)

 
by Kenneth Zeichner & Hilary G. Conklin
This paper analyzes how research has been misused in debates about the future of teacher education and offers several specific suggestions for improving the quality of this debate.
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by Judy Marquez Kiyama, Donna Marie Harris & Amalia Dache-Gerbino
This article illustrates how oppressive structures shape Latinas’ education experiences, specifically examining how systemic forces position and oppress Latinas, resulting in physical violence, stereotypes, and environmental violence. The Latina participants shared the survival and resistance strategies that they employed, illustrating the importance of further interrogating systems of violence against marginalized women of color in educational settings.
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by Xueli Wang
This study examines the relationship among transfer to four-year institutions of varying selectivity and a rich set of institutional, academic, and individual factors for a national sample of beginning community college students. Conceptually and methodologically, this research extends existing scholarship on transfer by taking into account the heterogeneity of receiving four-year institutions.
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by Sarah Schneider Kavanagh
This article reports findings from a comparative case study that examined how teachers who held strong intentions to support lesbian, gay, bisexual, transgender and queer (LGBTQ) students facilitated classroom discourse about LGBTQ identity.
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by Kevin C. Bastian, C. Kevin Fortner, Alisa Chapman, M. Jayne Fleener, Ellen McIntyre & Linda A. Patriarca
This article calls for the creation of partnerships between teacher preparation programs and researchers or state education agencies to share individual-level data on program graduates with teacher preparation programs.
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by Jamie Colwell & David Reinking
This article examines the results of a ten-week formative experiment to investigate how eighth-grade history instruction could be aligned with literacy goals. We give specific focus to our collaboration with the history teacher and her implementation of an instructional intervention to scaffold students’ reading and analysis of historical texts.
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by Srikala Naraian
To disrupt the stubborn linkage between place and disability, this paper takes up spatial theory to stimulate new understandings of inclusion. Drawing on teacher interview data from ethnographically-oriented studies conducted between 2005 and 2014 in U.S. public schools, it proposes an alternate conceptualization of student learning difference to enable new relations between teacher identity and place, making inclusion a spatially fluid project.
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by Scott Seider, Daren Graves, Aaliyah El-Amin, Shelby Clark, Madora Soutter, Jalene Tamerat, Pauline Jennett, Kathryn Gramigna, Jennifer Yung, Megan Kenslea & Sherri Sklarwitz
The present study considered the role of progressive and no-excuses schooling models in fostering marginalized adolescents’ ability to analyze, navigate, and challenge the social forces and institutions contributing to race and class inequality.
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