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Volume 115, Number 4 (2013)

by Morva A. McDonald, Michael Bowman & Kate Brayko
In this article, the authors identify types of learning outcomes that community-based placements in teacher education potentially afford teacher candidates, as well as factors that make some placements more educative than others. The authors offer a theoretical lens that attends to variation in learning, which could be leveraged in future empirical work and by doing so, contribute to the field’s developing efforts to identify key social justice teaching practices and to conceptualize pedagogies of enactment for such practices.
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by Stuart S. Yeh
An analysis of results from evaluations regarding the Knowledge is Power Program (KIPP) and the Harlem Children's Zone (HCZ) charter school programs suggests that the gains would fall to zero once these programs are implemented in every school across the nation.
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by Xueli Wang
Drawing upon data from the first and second follow-up interviews of the Education Longitudinal Study of 2002 (ELS: 2002), this study investigated socio-demographic, motivational, and postsecondary contextual factors that explain community college students‘ baccalaureate expectations.
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by Ezekiel J. Dixon-Román, Howard T. Everson & John J. McArdle
Using structural equation modeling, this study examined the direct and indirect effects of family income on SAT performance for Black and White test-takers. Family income was found to have a nonlinear direct effect on total SAT performance and the association was substantially larger for Black students than for White students, especially for those families living in poverty.
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by Mei-Jiun Wu
As California’s accountability system places great emphasis on annual school improvement in Academic Performance Index (API) scores, this study investigates the within school effects of changes in student demographics and school resources on API gains. A balanced panel data set of 5,750 schools in California over the period of 1999-2008 was analyzed using a fixed effects model.
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by Cheryl J. Craig
The research project involved four campuses that chose to integrate the arts into tested subject areas. Digital storytelling technology was combined with the narrative inquiry research method to produce ‘digital narrative inquiries’—16-20 minute multimedia representations of each school’s experience of its change initiative. Video clips excerpted from these larger productions were then used to discuss the affordances and constraints of using the ‘digital narrative inquiry’ representational form to share research findings arising from innovative educational practices.
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by Yolanda Sealey-Ruiz
This paper examines the use of Black Feminist Thought and critical race theory as conceptual and methodological frameworks to investigate the counter-narratives Black reentry women offer to three troubling and persisting stereotypes about Black motherhood.
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by Jennifer L. Stephan
This research analyzes key aspects of an alternative counseling model, the college coach program in Chicago Public Schools, using interviews with coaches and students. The results suggest that coaches use innovative advising strategies to increase students’ social capital, resulting in more students completing key college actions.
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