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by Mavis Sanders — 2018
This article draws from the literature on cross-boundary leadership, relational leadership, and relational trust, and qualitative data from a multiple case study to explore the role of principals in the administration of full-service community schools.

by Yasuko Kanno — 2018
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.

by Ui Jeong Moon & Sandra Hofferth — 2018
This study examines whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s.

by Jenna W. Gravel — 2018
This study explores how fifth grade co-teachers in an inclusive classroom promoted disciplinary thinking in English Language Arts among diverse learners by applying Universal Design for Learning.

by Tricia Niesz, Aaron Korora, Christy Burke Walkuski & Rachel Foot — 2018
This article explores how educational researchers have addressed social movements in their scholarship. Reporting on an extensive review of the literature, it argues for a more united field of research on social movements and education, one that networks researchers from multiple fields of educational research who are not currently in conversation.

by Sarah Stitzlein — 2018
This article challenges the recent shift toward teaching and measuring grit in schools by exposing its shortcomings and offering a more helpful and sustainable educational aim of pragmatist hope.

by Glynda Hull & Emily Hellmich — 2018
Applying a qualitative research design and a cosmopolitanism theoretical frame, this article explores how schools in the United States and internationally are instantiating a global education.

by Chong Kim, Kenneth Frank & James Spillane — 2018
This article examines whether or not teachers’ networks and their formal positions influence classroom composition.

by Xiaoxia Newton, Rosario Rivero, Bruce Fuller & Luke Dauter — 2018
This paper focuses on a longitudinal and multilevel analysis of the differences between charter and traditional public schools in teacher turnover in terms of when, who, and under what context.

by Pascale Benoliel & Anit Somech — 2018
This study extends knowledge about activities that facilitate school management team effectiveness. The authors discuss a distributive perspective to school leadership, acknowledging the new role of principals in enhancing school management team effectiveness and highlighting principals' internal and external boundary activities as fundamental.

by Ansley Erickson & Andrew Highsmith — 2018
This article explores how the “neighborhood unit,” a school-centered planning concept popularized during the early twentieth century became an important mechanism for promoting racially segregated housing and schools.

by Joseph Levitan — 2018
This article examines the implications of using different theories concerned with social justice to interpret first generation Quechua (indigenous) students’ voices for responsive education policy.

by Judith Toure & Dana Thompson Dorsey — 2018
In this article, authors draw from Feagin’s conceptual framework, the White racial frame (WRF), to analyze school leadership practice and ways in which the WRF emerges and shapes leaders’ work with teachers.

by Scot Danforth — 2018
This historical analysis examines the parenting experiences of John Dewey and his wife Alice as they raised their son, Sabino, an adopted child with a physical disability. The paper illuminates the medical and political challenges confronted by the family and concludes with an initial exploration of how this experience might have influenced Dewey’s political thought and action.

by Haim Shaked & Chen Schechter — 2018
This study explores the development of holistic school leadership, an approach where principals lead schools through the systems thinking concept and procedures, over principals' different career stages.

by Thai-Huy Nguyen, Andrés Samayoa, Marybeth Gasman & Steve Mobley Jr. — 2018
This study explores how student health directors at HBCUs promote policies and practices that are attuned to the health of their gay and lesbian students. It explores the conditions that are developed to cultivate student health centers that not only address students’ physical health, but also reaffirm these students.

by Federick Ngo, W. Edward Chi & Elizabeth Park — 2018
This study investigates possibilities for placing community college students in mathematics courses using a holistic set of measures beyond placement tests. These include academic background measures such as high school grades and math courses taken and noncognitive indicators of motivation, time use, and social support.

by Tang Heng — 2018
This qualitative study follows 18 Chinese international undergraduates over a year to investigate strategies they used to cope with challenges in U.S. colleges.

by Bianca Baldridge — 2018
This article captures the pedagogical practices, cultural work, and educational advocacy employed by youth workers at a community-based educational space engaging Black youth.

by Patriann Smith, Jehanzeb Cheema, Alex Kumi-Yeboah, S. Joel Warrican & Melissa Alleyne — 2018
This study examines the way in which 15-year-old 9th and 10th grade Trindiadian bidialectal adolescent youth self-identified linguistically on the 2009 PISA literacy assessment and explores their reading, math, and science literacy performance based on their self-identification as native English and non-native English speaking students.

by Felicia Mensah & Iesha Jackson — 2018
This article analyzes the experiences of preservice Teachers of Color using critical race theory and Whiteness as property to relate the idea of science as White property.

by Yvonne Goddard & Minjung Kim — 2018
This study analyzes a statistically significant positive effect of teacher collaboration on teachers’ reported differentiated instruction use and in turn the influence of differentiated instruction on teachers’ sense of efficacy.

by Khe Foon Hew — 2018
This article reports on a large-scale qualitative study that analyzed data from more than 4,400 learners who participated in one or more of 10 highly rated MOOCs. The author discusses six key factors that can engage online students and nine reasons for student disaffection.

by Raymond Brown, Deborah Heck, Donna Pendergast, Harry Kanasa & Ann Morgan — 2018
This article describes a four-year project spanning the development and trialing of the School Renewal Profiling Tool. The development was informed by a sociocultural theoretical framework that built on the work of Harré’s concept of the Vygotskian space and Lave and Wenger’s notion of situated learning to explore a learning-based approach to school renewal.

by Annette Lareau, Elliot Weininger & Amanda Cox — 2018
In this article, authors show how elite parents collectively use cultural, social, and symbolic capital to challenge a school district plan to change attendance boundaries.

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