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Volume 117, Number 7 (2015)

by Anthony A. Peguero & Jennifer M. Bondy
This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine how students in immigrant families perceive justice, fairness, and order at their school.
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by Jessica Zacher Pandya, Kathleah Consul Pagdilao, Aeloch Enok Kim & Elizabeth Marquez
In this article, we explore the ways transnational children identified as certain kinds of transnational, immigrant, or “American” students, while they orchestrated multiple, often competing voices of in multimodal, digital autobiographies.
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by Danah Henriksen & Punya Mishra
How do exemplary teachers incorporate creativity in their teaching? Through in-depth interviews with National Teacher of the Year award winners, this research aims to better understand their beliefs, interests, and practices involving creative teaching. Results identify key themes of how these teachers approach the creative process, as well as the connection between their personal interests and professional creativity.
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by Mable B. Kinzie, Jessica Vick Whittaker , Pat McGuire , Youngju Lee & Carolyn Kilday
We present the Research on Curricular Design (RCD) model and describe its use to design, develop, and test the efficacy of early childhood mathematics and science curricula. We share what was achieved with application of the RCD model and offer observations on the value of this approach for research on and development of educational products.
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by Michael A. Gottfried & Morgan S. Polikoff
This research evaluates whether English Language Learner (ELL) classmates are associated with the social skills outcomes of students with disabilities in kindergarten. Using a national large-scale sample of kindergarten students, the results show that having a greater number of ELL classmates has a positive effect on the social skills outcomes for students with disabilities.
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by Meredith P. Richards & Kori J. Stroub
In this study, we draw attention to the issue of attendance zone gerrymandering, the manipulation of school boundaries into irregular shapes that alter patterns of school attendance and, thereby, students' access to educational opportunities. Drawing on the literature on electoral gerrymandering, we outline a framework for conceptualizing and measuring the gerrymandering of educational boundaries.
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by Julie Cohen
Drawing on data from the Gates Foundation’s Measures of Effective Teaching project, this article raises several issues involved in identifying “high leverage” teaching practices based on their relationships with different types of student outcome measures.
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by Ruth Berkowitz , Hagit Glickman , Rami Benbenishty, Elisheva Ben-Artzi , Tal Raz, Nurit Lipshtat & Ron Avi Astor
This study examines whether school climate compensates, mediates, or moderates the relationship among student and school SES and mathematics test scores from a nationally representative sample of 5th and 8th grade schools in Israel.
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