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Volume 117, Number 11 (2015)

by Thomas M. Smith, Courtney Preston, Katherine Taylor Haynes & Laura Neergaard Booker
This study examines differences in instructional quality between two higher and two lower value-added high schools, as measured by the Classroom Assessment Scoring System—Secondary (CLASS-S). Based on data from classroom observations and teacher interviews, it explores (a) differences in levels of instructional quality, (b) differences in the proportions of students taking advanced courses, and (c) differences in the way teachers think and talk about their classroom challenges.
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by Marty Pollio & Craig Hochbein
This study utilizes a non-equivalent control group design and quantitative analyses to compare the association between classroom grades and standardized test scores.
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by Bradley Ermeling, Timothy Tatsui & Kelly Young
This multi-method study explores the potential of virtual coaching as a means for providing sustained external assistance to principals and leadership teams engaged in collaborative instructional improvement.
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by Rebecca Tarlau
This article examines the educational initiatives of a large agrarian social movement, the Brazilian Landless Workers’ Movement (MST), by exploring the diverse pedagogies and theories activists have drawn on to develop their alternative educational proposals for rural schools. The article analyzes this process of grassroots educational innovation, while also discussing the tensions that arise when social movements with particular visions of societal transformation demand to participate in the public school sphere.
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by Brian V. Carolan & Jamaal S. Matthews
Using data derived from the High School Longitudinal Study of 2009, this article examines how the social capital of students who are able to exercise curricular choice is associated with the achievement outcomes associated with these choices.
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by Charles Munter, Mary Kay Stein & Margaret S. Smith
This article specifies two models of mathematics instruction—dialogic and direct—based on a series of conversations with nationally recognized experts who hold opposing points of view, and provides a discussion of the sources that underlie ongoing debates.
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by Michael A. Gottfried
This study examines if differences in achievement and socioemotional outcomes arise based on having attended center-based care in both prekindergarten and kindergarten years, versus in only one of those years or in neither of those years.
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by C. Kevin Fortner, David C. Kershaw, Kevin C. Bastian & Heather H. Lynn
Using data from North Carolina public schools we examine the characteristics, value-added effectiveness, and retention of individuals who were teaching assistants before becoming teachers-of-record.
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