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Volume 118, Number 2 (2016)

by H. Kenny Nienhusser, Blanca E. Vega & Mariella Cristina Saavedra Carquin
This research examines the experiences of 15 undocumented immigrants who graduated from public high schools in New York City and identifies nine types of microaggressions they encountered during their college choice process.
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by Mary McCaslin, Christine C. Vriesema & Susan Burggraf
Students’ self-conscious emotions and coping strategies were examined in three classroom social/instructional contexts: private, small group, and whole class.
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by Bradley A. Ermeling & Jessica Yarbo
This case study of two secondary school teacher teams explored the potential of collaborative partnerships with outside content experts (OCEs) for infusing new resources and perspectives that move beyond persistent images of classroom instruction. Findings reveal several pivotal episodes of interaction with clear evidence of OCE influence on teacher instructional plans.
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by Jason Ellis & Paul Axelrod
This article examines special education in one Canadian urban public school system, the Toronto system, from 1945 to the present. Prepared with a wide audience of historians and education researchers, policymakers, administrators, teachers, and others in mind, the article explains the many different change factors – as well as the significant continuity – that have been present in the historical development of special education policies.
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by Manuelito D. Biag & Monika A. Sanchez
This article examines the challenges and limitations of a research alliance—between a university research center, a high school, and one of its feeder K–8 school districts—focused on improving school climate.
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by Jacob W. Neumann
This article analyzes the effects of mandated accountability testing, teachers' knowledge and beliefs, and teachers' milieu on the work of four social studies teachers in one middle school in Texas. The article argues that more comprehensive and holistic research efforts are needed for researches to be able to more fully understand and communicate to readers the combination of factors that impact teachers' work.
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by Josipa Roksa
When inequality of opportunity is discussed in higher education, it typically pertains to access to college. This article shifts attention to instructional quality and examines whether students from all sociodemographic groups report similar levels of instructional quality and whether that changes as they progress through college.
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by Irene H. Yoon
This article analyzes the way that a teacher community shares stories about students in a racially and socioeconomically diverse elementary school. The narratives that emerge from the teacher community’s discourse reveal these middle-class White women teachers’ intense ambiguity about, and social distance from, their students. Implications for leadership and policy in response to this common occurrence in schools are discussed.
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by Teija Löytönen
By using the field of dance education in Finland as an example and by describing the critical incidents that occurred during the collaborative knowledge creation process amongst the participating dance professionals this article sheds light to a more general phenomenon of facilitating the creation of new knowledge in professional contexts, that are characterized by epistemic diversity or specificity. In so doing, the article offers some insights into how collaborative inquiry could offer a more practitioner-based and context-sensitive social space to enhance sensible meaning making and actionable knowledge creation.
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