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Volume 108, Number 12 (2006)

 
by Carol C. Thompson
Plagiarism, like other ethical problems, flourishes in atmospheres with few consequences. The finding by one survey that only 27% of college students thought cutting and pasting someone else’s work was “serious cheating” is troubling evidence of student inclination to cut corners ethically.
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by Huey-li Li
The author offers a clarification of the ambiguities surrounding the pivotal concepts that have shaped and will continue to shape environmental education movement in the United States and beyond: nature, conservation, sustainable development, and environmental justice.
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by Chen Schechter
This article explores the doubting process as an emerging concept in school reform. After introducing the concept of doubt and its importance in educational reform, the article exemplifies a secondary school principal who doubted core pedagogical practices.
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by Marvin Lynn
In this article, portraits of the teaching lives of three Black men who worked as full-time teachers in urban schools in California are drawn. The portraits outline the teachers’ entrée into teaching, their views on pedagogy, and their culturally and racially sensitive pedagogical practice.
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by Michael John Torpey
An investigation into the role of communication and culture in the emergence, development, and management of conflict among English-speaking colleagues in an intercultural setting.
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by Spyros Konstantopoulos
This study examines trends of school effects on student achievement by employing three national probability samples of high school seniors: NLS:72, HSB:82, and NELS:92. Our findings indicate that schools matter beyond student background.
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The institutional landscape of K–12 educational contracting is fundamentally changing. Based on industry and district data, this study identifies three distinct shifts in the content and structure of interactions between suppliers of instructional goods and local school systems.
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by Patricia Ellen Burch
The institutional landscape of K-12 educational contracting is fundamentally changing. Based on industry and district data, this study identifies three distinct shifts in the content and structure of interactions between suppliers of instructional goods and local school systems. These shifts include i) elevation of test-related services and products, ii) increasing emphases on technology-based solutions. and iii) an expanding role for the state in spurring market activity. Drawing on a case study of district practice, the study provides evidence of how broader changes are influencing local contracting activities, and the dilemmas and responses generated by these pressures.
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