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Volume 109, Number 4 (2007)

 
by Peter Youngs
This article examines the nature and quality of induction support experienced by first- and second-year teachers in two urban high-poverty Connecticut school districts and considers the nature of possible connections between district policy and induction support in these two districts.
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by Rita Kabasakalian
This article describes a protocol that makes mathematics problems accessible to readers who might normally have difficulty decoding text. It is also a powerful tool for teacher development, providing for them a model for use in their classrooms and a means of uncovering gaps in their content knowledge.
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by Yvonne L. Goddard, Roger D. Goddard & Megan Tschannen-Moran
The purpose of this study was to review the literature and empirically test the relationship between a theoretically driven measure of teacher collaboration for school improvement and student achievement. Results indicate that fourth-grade students have higher achievement in mathematics and reading when they attend schools characterized by higher levels of teacher collaboration for school improvement.
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by Aurolyn Luykx, Okhee Lee, Margarette Mahotiere, Benjamin Lester, Juliet Hart & Rachael Deaktor
This article analyzes cultural and home language influences in the responses of White, African American, Hispanic, and Haitian American children on paper-and-pencil science assessments. Factors interfering with students’ interpretation of test items and teachers’ interpretation of students’ responses included (1) phonological and semantic features of students’ home languages, (2) students’ cultural beliefs and practices, and (3) “languacultural” features linked to various discursive and textual conventions. The article concludes that science assessments are inherently cultural objects whose content and organization rely on implicit knowledge that different groups of students may not share.
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by Elizabeth H. DeBray
This article is a policy analysis which considers how the policy option of using federal programs to promote educational choice was proposed and debated in the 106th and 107th Congresses. This debate was part of the reauthorization of Title I of the Elementary and Secondary Education Act between 1999 and 2001. Excerpted from a larger study of the politics of the reauthorization process during the two Congresses spanning the Clinton and Bush administrations, the piece draws on interviews with congressional aides of both parties and members of interest groups. The author applies John Kingdon’s framework on agenda formation to explain the persistence of alternatives for privatization in Title I since the 1980s.
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by Sarah M. McGough
Responding to Diane Ravitch’s recent call to end censorship of educational materials, this article argues that Ravitch seriously undertheorizes language. It supplements Ravitch’s call with the work of Judith Butler and concludes by arguing that schools themselves should take on the responsibility of challenging controversial speech.
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by Yaacov Boaz Yablon
Measuring the social relationships between Israeli Jewish and Arab students at the onset of contact intervention programs revealed that although the relationships between the groups are negatively based, they are neither stable nor monolithic. As a result, secondary rather than primary intervention strategies for peace intervention programs are suggested.
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by J. Wesley Null
This essay tells the forgotten story of the founding of essentialism. After a brief biographical description of the career of William Bagley, the paper describes in detail how essentialism came to be and why it matters. Then, the work connects the principles of essentialism to contemporary debates in teaching, teacher education, and curriculum.
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