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Volume 108, Number 6 (2006)

 
by David C. Berliner
David Berliner's 2005 Presidential Invited Speech to the American Educational Research Association meeting in Montreal, Canada, May, 2005.
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by Benjamin Baez
The article critiques the idea of merit in education and suggests that it may be counterproductive for educators to insist upon an individual basis for it, as the idea of merit advances but covers over the inequitable institutional structures that legitimate themselves by putting forth an individualistic understanding of merit.
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by Punya Mishra & Matthew J. Koehler
Thoughtful uses of technology require the development of a complex, situated form of knowledge.
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by Ewa McGrail
This study reports on four clusters of conflicts experienced by secondary English teachers that contributed to their ambivalence about technology in English instruction in the context of a schoolwide laptop technology initiative.
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by William G. Wraga
A reconstruction of Alexander James Inglis’s transformation from Latinist to progressivist during the early twentieth century leads to an analysis of the explanatory power of four historical interpretations and a discussion of the possibilities of educational biography.
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by Tom T. Stritikus & Ann-Marie Wiese
The use of ethnographic methods yields a rich account of various factors that play a crucial role in determining how educational policy is implemented.
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by Catherine Sinclair, Martin Dowson & Dennis M. McInerney
This study investigates the psychometric properties of an instrument designed to measure preservice teachers’ motivations to teach. Age differences across time in these motivations to teach were also investigated.
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by Jennifer L. Fisler & William A. Firestone
Our research examines variation in teacher learning in a school–university partnership. We explore the personal characteristics of social trust and teaching efficacy beliefs in relation to teachers’ levels of learning.
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by Hanna Ayalon
This article investigates the effects of nonhierarchical curriculum differentiation on gender and socioeconomic inequality in course taking and in achievement in Israeli secondary education.
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by Raquel Farmer-Hinton
The findings from a base-year data collection of a multiyear case study of a recently chartered college preparatory high school show how logistical constraints and staff turnover affected the implementation of the school’s mission, which is to prepare educationally and socially disadvantaged students for college.
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