by Guadalupe F. Martinez & Regina Deil-AmenThis qualitative study explores the relevance of high school messages and curricular placement on the transition of Latino students into a university, particularly as they consider the meaning of the challenges they face in their first year of college.
by Robyn Seglem & Antero GarciaAs teacher education programs have struggled with how to best reconcile the needs of students of color with the experiences and misconceptions of White teachers, this study looks at how digital tools can be leveraged to support culturally responsive pedagogy.
by Assaf MeshulamThe article examines a unique bilingual (Arabic-Hebrew), binational (Jewish-Palestinian) school in Israel/Palestine in its struggle to be a sustainable and broadly transformative endeavor by opening enrollment to external students.
by Martha Cecilia Bottia, Elizabeth Stearns, Roslyn Arlin Mickelson, Stephanie Moller & Ashley Dawn ParkerThis study examines the influence of high school exposure to basic science, technology, engineering, and mathematics (STEM) courses, high school exposure to STEM-related environment and activities, high school quantity of exposure to precollege STEM classes, and the quality of the latter for a sample of college-bound North Carolina students’ intent to major in STEM and likelihood of declaring a STEM major.
by Kitae SohnThis article demonstrates that the carryover effects of STAR’s small classes are not robust; the effects are driven mostly by a small number of STAR schools.
by Barbara F. Condliffe, Melody L. Boyd & Stefanie DeLucaIn this article, we use in-depth interviews with 118 low-income urban youth to investigate how family and neighborhood contexts interact with public school choice policies to shape the educational careers of inner-city students.
by Kevin J. Burke & Avner SegallThis article highlights the fact that certain elements inherent in the act of public teaching have their roots in Christian, particularly Biblical, thinking. The authors illustrate that although teaching is thought of as a secular activity, and although it is often assumed that religion has been expunged from public, including teacher, education, the sediments of religion remain present in how the teacher learns to imagine, construct, and enact his or her work as teacher as savior and martyr.
by Nicole S. Simon & Susan Moore JohnsonThis article reframes the debate about what fuels high rates of teacher turnover in high-poverty schools. After reviewing findings from past studies of turnover, it focuses on recent scholarship suggesting that teachers who leave such schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and for their students to learn.