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Volume 110, Number 4 (2008)

 
by Jerome Morris
This article elucidates an intellectual trend in the historical and contemporary scholarship on Black schooling. Led primarily, but not exclusively, by African American scholars, this trend offered a counternarrative to the representation of predominantly Black schools before and after the passage of Brown v. Board of Education of Topeka, Kansas, and noted the significant role of Black schools for African American people. The paper situates this counternarrative within a chronological context, which provides the reader with a sequential understanding of how this body of research began to offer a different view of Black schools.
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by Marnie Willis Curry
This article examines school-based professional inquiry communities known as Critical Friends Groups, analyzing how four design features—their diverse menu of activities, their decentralized structure, their interdisciplinary membership, and their reliance on structured conversation tools called “protocols”—influence the capacity of these groups to pursue whole-school reform and instructional improvement.
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by Katharyne Mitchell & Walter C. Parker
We present evidence from a case study of middle and high school youth in the year following 9/11 in order to question the patriotism/cosmopolitanism binary that undergirds Nussbaum’s proposal to reform civic education in U. S. schools.
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by Adrienne D. Dixson & Jeannine E. Dingus
This article examines reasons underlying the professional entry of African American women teachers who participated in two separate qualitative studies. Study findings suggest that for some Black women teachers, teaching is more than a vocational choice, but rather a decision related to intergenerational connections, communities, and cultural work.
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by Melinda Mechur Karp & Katherine L Hughes
Recent educational policy developments have sought to raise the academic rigor of students’ high school experiences to increase student preparation for postsecondary education. The expansion of credit-based transition programs (CBTPs), both in number and in the type of student served, represents one such strategy. The research question guiding this study was, Through what mechanisms might credit-based transition programs encourage student success in postsecondary education? Five in-depth qualitative case studies were conducted. The case study data demonstrated that our initial conceptual model oversimplified program structure and the interaction among program components. The model was refined to reflect that complexity and to take student motivation into account. The final model hypothesizes that student participation in college coursework and support services, along with the attendant growth in academic skills, knowledge of the social aspects of college, and motivation, will lead students to matriculate into postsecondary education.
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by W. James Jacob, Donald B. Holsinger & Christopher B Mugimu
This article compares the cost-effectiveness of private and government secondary schools in Uganda, where student learning is the measure of effect. The research design includes a measure of prior learning, enabling the researchers to hold constant the effects of ability while comparing a unit measure of learning per dollar of expenditure in private and government schools. Similar to findings of other scholars, the authors conclude that there is substantial evidence in favor of private secondary schools in Uganda as more cost effective than government institutions.
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by Ann Marie Ryan & Alan Stoskopf
This article focuses on the public and Catholic school discourse that accompanied the introduction of IQ testing in the early 20th century. It analyzes the nature of the discourse among educational researchers, administrators, and teachers in two parallel educational settings and examines the way that public and Catholic school educators responded to IQ testing.
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