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Volume 118, Number 1 (2016)

by Andrea J. Bingham
Despite the increased popularity of blended learning in K–12 contexts, relatively little research exists that examines teachers’ instruction in high-tech blended schools. Drawing on cultural historical activity theory (CHAT) to identify and explore the contextual factors influencing teachers’ work, this article traces how teachers' roles and instructional practices develop throughout the first year of a blended learning school.
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by Gregory C. Wolniak & Panagiotis (Panos) Rekoutis
This study examines dimensions of positive strategies for coping with the college environment among students from adverse backgrounds in relation to the different services and support systems students may access. The data analyzed was from a 2012 survey of enrolled college students who were recipients of a scholarship based on the severe adversity they had experienced prior to college and evidence of resilience.
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by Jack Schneider & Sivan Zakai
This article explores the nature of the historical writing process by looking at the hallmark writing skills historians develop as they learn the craft.
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by Brianna L. Kennedy-Lewis & Amy S. Murphy
Using a symbolic interactionist theoretical framework, the authors examine eleven persistently disciplined urban middle school students’ experiences with being labeled as “frequent flyers.”
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by Gretchen Brion-Meisels
This study explores how urban adolescents in a small, Northeastern city make meaning of available support services and providers and how they make decisions about when and where to access support.
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by Rebecca Powell, Susan Chambers Cantrell, Victor Malo-Juvera & Pamela Correll
In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) model in elementary classrooms.
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by Karyn Miller
This article investigates the relationship between child migration and educational attainment. Depending on age at migration, it examines whether there is an educational advantage for Mexican-born children who migrate to the United States relative to their non-migrant Mexican peers.
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by María Paula Ghiso
This article examines how first grade Latina/o emergent bilinguals interacted with a literacy curriculum that sought to value their transnational experiences and multilingual repertoires. Through a focus on the Laundromat, one of the transnational local spaces salient in the data, I explore how the children enacted what I refer to as literacies of interdependence—multilingual and multimodal literacy practices that both reflected and enacted their cultural practices of mutuality.
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