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by Jack Schneider, Rebecca Jacobsen, Rachel White & Hunter Gehlbach — 2018
This article details an experiment in which a broad and diverse range of information about schools was assembled and presented to stakeholders in a small urban district. Using a modified deliberative polling experience, authors assessed how participants responded to a new, more comprehensive set of school performance information. They found that when users of the new data system evaluated unfamiliar schools, they expressed not only more confidence in their own knowledge, but also in the quality of the schools.

by Alice Ginsberg, Marybeth Gasman & Andrés Samayoa — 2017
This article explores the contributions of minority serving institutions to the production of teachers of color. The authors lay the groundwork for research in this area and put forth an agenda for future research.

by Alexandra Pavlakis, Peter Goff & Peter Miller — 2017
This article aims to explore the unique impacts of homelessness—above and beyond poverty—on students’ academic growth.

by Dan Berebitsky & Christine Andrews-Larson — 2017
This study investigates how expertise and formal role relate to who is sought for advice about mathematics instruction, as measured by centrality, in 30 urban middle schools. Multiple analyses showed that: (1) coaches were more central than teachers, who were more central than administrators; (2) teachers with greater expertise were more central; (3) teachers were more likely to nominate a coach if they perceived the coach to have expertise and be evaluative; and (4) administrators were rarely nominated as sources of advice about middle school mathematics instruction.

by Sarah Ryan — 2017
This study examines whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment. The findings lend empirical support to the possibility that group-level differences in the operation of parent resources, and especially forms of parent social capital, between Hispanic and White students may contribute to their different patterns of college entry.

by Leyla Pérez-Gualdrón & Janet Helms — 2017
We assessed a longitudinal model of cultural predictors and educational outcomes of social justice orientation in a national sample of Latina/o youths. We examined the longitudinal associations of school climate variables, language, social justice orientation, agency, community engagement, and educational outcomes.

by Cameron Sublett & Michael Gottfried — 2017
This study seeks to identify the individual and institutional predictors of applied STEM course enrollment in high school. A secondary aim of the study is to explore how factors of applied STEM coursetaking are affected by when students choose to take these courses. The most striking finding of the present study is that female students are significantly less likely to enroll in applied STEM courses, even after disaggregating for the type of applied STEM course.

by Michael Gottfried & Kevin Gee — 2017
Drawing upon Bronfenbrenner’s bioecological model of development, we investigate how key process, person, and contextual factors concurrently explain the incidence of chronic absenteeism among kindergarteners in the U.S.

by Serena Salloum, Roger Goddard & Ross Larsen — 2017
This article examines the measurement, antecedents, and consequences of social capital in high schools. Results indicate that social capital can be measured as an organizational characteristic and that social class predicts less than half of the variation in social capital, while the level of social capital characterizing schools is a strong predictor of achievement in high schools.

by Kori Stroub & Meredith Richards — 2017
We document recent trends in urban, suburban, and exurban metropolitan segregation and examine the impact of changes in racial/ethnic diversity on changes in metropolitan segregation between 2002 and 2012.

by Brent Edwards Jr., Steven Klees & Janet Wildish — 2017
In this paper we explore the Kenyan government’s engagement with LFPSs, document and assess the impact of this support on the behavior of LFPS and clarify key actor perspectives and responses within this context.

by Kara Jackson, Lynsey Gibbons & Charlotte Sharpe — 2017
This article reports on a qualitative analysis of interviews with 122 middle-grades teachers in two large urban districts regarding their views of their students’ mathematical capabilities in relation to ambitious instructional improvement efforts. Findings indicate that it is crucial to attend to teachers’ views of students’ mathematical capabilities in the context of reform along two dimensions: how teachers make sense of students’ difficulty and how teachers can support students facing difficulty in participating substantially in rigorous mathematical activity.

by Sara Kangas — 2017
This study examined the service provision practices of a bilingual school for ELLs with special needs and how these practices shaped the educational opportunities of these students.

by North Cooc — 2017
Using data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.

by Myley Dang & Karen Nylund-Gibson — 2017
In this article, we implemented a latent class analysis to study the extent to which math attitudes and self-efficacy influence careers in science, technology, engineering, and math using the Education Longitudinal Study of 2002. We examined these patterns for 10th grade native and non-native English speakers and followed their trajectories ten years later.

by Angela Barton, Edna Tan & Day Greenberg — 2017

by Stuart Yeh — 2017
Evidence regarding the reliability and validity of value-added teacher rankings, evidence that National Board for Professional Teaching Standards teacher certification is a reliable measure, but a weak predictor, of gains in student performance, and evidence from a path analysis suggest reasons to question the prevailing view that the contribution of teachers to student performance is the largest factor influencing student achievement.

by Lewis Wasserman & John Connolly — 2017
This article demonstrates that despite ambiguities contained in the Supreme Court’s 2006 Garcetti v. Ceballos ruling, both Democratic and Republican U.S. Courts of Appeals appointees have been voting in a more pro-employer direction following that decision; the authors attribute Garcetti’s effect to “doctrinal signaling;” that is, judges using trends in Supreme Court decision making as an interpretive tool in deciding cases. The authors suggest possible remedies for this curtailment in free speech rights through state legislative initiatives and enforcement of state constitutional rights.

by Vicki Collet — 2017
This article investigates the use of Lesson Study and its impact on teachers and students in a time of tension and high-stakes accountability.

by Bridget Kelly & Rachelle Winkle-Wagner — 2017
This article takes a unique approach methodologically (qualitative longitudinal research) and conceptually (individualism and collectivism socialization and critical race feminism) to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities. In this examination, we found that particularly on campuses where Black women were marginalized and isolated, being able to find and use their voices was crucial for them to successfully navigate their faculty roles.

by Yongmei Ni — 2017
This study compares organizational and professional commitment of teachers in charter schools and traditional public schools and explores how these differences are associated with teacher characteristics, school contextual factors, and working conditions in the two types of schools.

by Melanie Brooks — 2017
This article reports findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity.

by Margaret Troyer — 2017
The authors of this article examine profiles of reading achievement and motivation among seventh graders and discuss key levers that may foster reading motivation.

by Justin Freedman & Beth Ferri — 2017
In this paper, the authors use an intersectional framework to critically examine two aims of modern science: (a) to identify distinct biological markers of race and (b) to locate biological and neurological origins of Learning Disabilities.

by Marsh Ing & Karen Nylund-Gibson — 2017
This study describes heterogeneity in students’ math and science attitudes, and how their attitudes change over middle and high school The authors use nationally representative, longitudinal data, and link attitudinal trajectories to long-term STEM outcomes, such as getting a job in at STEM career.

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