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Articles
by Alyssa Hadley Dunn - 2020
This research investigates the experiences of educators in one metropolitan high school over the course of one school year. In particular, the research questions include: (1) How is the morale of exceptional urban teachers affected by the contextual factors of a neoliberal school climate? (2) How does their morale relate to teachers’ reports of their pedagogy? Findings share how teachers were making sense of a climate that felt like a “sinking ship” over which they had no control and how a “vicious cycle of disempowerment” influenced the way they believed they were performing in the classroom.

by Paul Eaton & Petra Hendry - 2019
This article provides an analysis of the dominant narratives of educational history in which curriculum has been constructed as a reductionist, linear input-output closed system of knowledge production. Drawing on Deleuze and Guatarri’s concept of assemblage the authors engage the new materialism to revision curriculum as an ontological endeavor of being~becoming.

by Huriya Jabbar, Eliza Epstein, Wesley Edwards & Joanna Sánchez - 2019
This qualitative study explores how community college students constructed their “choice sets” and made decisions about where to transfer.

by Barrett Taylor, Kelly Rosinger, Lindsay Coco & Sheila Slaughter - 2019
Using Fligstein and McAdam’s theory of fields to posit that changing conditions reflect activities in overlapping and proximate fields, this study examines strategic actions that humanists undertake in response to shifting conditions.

by Hillary Parkhouse & Bryan Arnold - 2019
This study investigates whether students in classrooms using critical pedagogy might develop understandings of the roots of contemporary inequality.

by Christopher Harrison, John Wachen, Stephanie Brown & Lora Cohen-Vogel - 2019
This study presents findings and lessons learned from the National Center on Scaling Up Effective Schools (NCSU), which worked side-by-side with educators to implement a partnership-based continuous improvement process in a large urban school district.

by Harper Keenan - 2019
This article addresses how colonial violence is represented to young children in U.S. textbooks through a content analysis of California fourth-grade history textbook chapters on the Spanish colonial mission system.

by Federick Ngo & Jenna Sablan - 2019
This study examines the educational progress of Asian and Pacific Islander students using academic transcripts with disaggregated race/ethnicity data from a large California community college district. Focusing on Southeast Asian and Pacific Islander students, the authors analyze momentum towards key college persistence and completion milestones and track progression through developmental math education, one of the key barriers community college students face in completing community college.

by Dong Wook Jeong & Thomas Luschei - 2019
This article compares the distribution of teacher characteristics in South Korea and the United States, using data from the 2013 Teaching and Learning International Survey. Examining teacher distribution patterns across both schools and classrooms, the authors find greater cross-school inequities in the United States; cross-classroom differences are inequitable in both countries, but in different ways.

by Tara Brown, Alice Cook & Jesus Santos - 2019
Drawing on interviews with 25 Latina/o ninth-grade leavers and school policy documents, this article examines how uncertainties about high school completion arise and are negotiated in the school context in ways that contribute to risks for school-leaving. The article employs a theoretical framework that considers both objective and socially constructed dimensions of risk.

by Brett Levy, Annaly Babb-Guerra, Lena Batt & Wolf Owczarek - 2019
In the United States, elected leaders and the general public have become more politically polarized during the past several decades, and political scientists argue that strengthening our democracy requires civic participants to productively negotiate their differences. To explore how educators could help to foster such civic participation, we conducted a mixed-methods study to examine how students’ experiences in highly interactive government courses could affect their willingness to engage in political issues in an open-minded way.

by Sabina Neugebauer, Megan Hopkins & James Spillane - 2019
This study integrates social capital and social cognitive theories to frame an investigation of the social sources that contribute to teachers’ self-efficacy over time, and explores how social interactions that vary in their relationship with and proximity to instruction influence teachers’ developing self-efficacy.

by Kirsten Hextrum - 2019
Drawing on 47 life history interviews with Division I student-athletes, this paper questions the extent to which college sports offer meritocratic mobility. Findings reveal a sports-track-to-college pipeline and a correspondence between White middle-class communities and greater access to elite universities via athletics.

by Ethan Ris - 2018
Between 1895 and 1920, a cohort of business, philanthropic, and academic leaders wielding tremendous wealth and power sought to reshape the form and function of American higher education. Their efforts were largely unsuccessful, but studying them helps us understand the recurrent impulse to reform America’s colleges and universities.

by Wayne Journell - 2018
This article uses three commonly cited criteria for evaluating whether educators should frame marriage equality as controversial following the 2015 landmark ruling in Obergefell v. Hodges that legalized same-sex marriage in the United States.

by Douglas Yacek - 2018
This article investigates the ethical implications of the growing phenomenon of armed public school teachers.

by Jennifer Delaney & William Doyle - 2018
This study documents changes in the amount of volatility in state funding for higher education. It also identifies patterns in the volatility, and does so over a longer time period than has been investigated in past research, using data that spans over a half century (1951–2006).

by Roselien Vervaet , Mieke Van Houtte & Peter A. J. Stevens - 2018
This study examines the associations among a multicultural teacher culture, pupils’ perceptions of teachers’ multicultural educational practices, and the ethnic prejudice of Flemish secondary-school pupils.

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 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 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 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 Karen Wohlwend - 2017
Monster High, a popular transmedia doll franchise for girls, is analyzed as a virtual dollhouse that converges toys, digital media, popular media, and social media in ways that circulate naturalized and normalizing expectations for girls. However, analysis of the digital dress-up and online doll play that children produce and share on social media shows that players also make use of this convergence to remake imaginaries for their own purposes in ways that both reproduce and rupture these expectations.

by Jon Valant & Daniel Newark - 2017
This article compares what parents want from their children’s schools with what the U.S. public wants from public schools. It uses randomized experiments (some with nationally representative samples of respondents) to explore whether school choice reforms that empower parents might generate pressures on schools to pursue different goals and behaviors.

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 roles relate to who is sought for advice on mathematics instruction, as measured by centrality, in 30 urban middle schools.

by Jennifer James, Jessica Kobe & Xiaoying Zhao - 2017
The authors explore the role of trust in children’s approaches to deliberative dialogue with their peers.

by Serena Salloum, Roger Goddard & Ross Larsen - 2017
This article examines the measurement, antecedents, and consequences of social capital in high schools.

by Kori Stroub & Meredith Richards - 2017
Authors 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 Susan Yoon, Jessica Koehler Yom , Zhitong Yang & Lei Liu - 2017
This study compares teachers’ social and human capital variables to see which of the two predict growth in classroom implementation of a high school science intervention based in cognitively rich and technology curricula.

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Book Reviews
by Kenneth J. Saltman
reviwed by Sarah Cordes - 2019

by Gary Orfield & Jennifer B. Ayscue (Eds.)
reviwed by Elyse Hambacher & Katherine Ginn - 2019

by Steven P. Jones & Eric C. Sheffield (Ed.)
reviwed by Sarah Barrett - 2019

by Jeremiah Clabough & Timothy Lintner (Eds.)
reviwed by Paul Yoder - 2019

by Anatoli Rapaport (Ed.)
reviwed by Hillary Parkhouse - 2019

by Patricia A. Edwards, Rand J. Spiro, Lisa M. Domke, Ann M. Castle, Kristen L. White, Marliese R. Peltier, & Tracy H. Donohue
reviwed by Mikel Cole & Mihaela Salariu Gazioglu - 2019

by Kathy L. Guthrie & Vivechkanand S. Chunoo (Eds.)
reviwed by Lacey Seaton & Bonnie Fusarelli - 2019

by Katherine Schultz
reviwed by Rafael Alvarado & Royel Johnson - 2019

by Jerome Cranston
reviwed by Adam Alvarez & Daniel Tulino - 2019

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Resources
  • Journal of Research in Rural Education
    The Journal of Research in Rural Education (ISSN 8756-0534), established in 1982 by the College of Education and Human Development at the University of Maine, publishes the results of educational research conducted in or relevant to rural settings.
  • The Cold War Museum
    A museum dedicated to the study of the cold war from the 1940s to the 1990s
  • Impact of Armed Conflict on Children
    A study of the effects of war on children.
  • Self and Identity
    Self and Identity is the official journal of the International Society for Self and Identity (ISSI), a scholarly, multidisciplinary association dedicated to the promotion of the scientific study of the human self and identity.
  • Human Rights Watch
    Human Rights Watch is dedicated to protecting the human rights of people around the world. Human Rights Watch is an independent, nongovernmental organization, supported by contributions from private individuals and foundations worldwide. It accepts no government funds, directly or indirectly.
  • Mobilizing American Youth
    Consideration of the appropriate role for American youth in World War II.
  • Journal of Language, Identity and Education
    Policy decisions in educational settings today often require an understanding of the relationships between home language/variety and school language/variety, ethnic and gender identity, societal attitudes toward languages/varieties, and differential performance across groups. This journal will seek out cutting edge interdisciplinary research from around the world, reflecting diverse theoretical and methodological frameworks and topical areas.
  • Center for Civilian Biodefense Studies
    The Center aims to increase national and international awareness of the medical and public health threats posed by biological weapons.
  • Stop the Use of Child Soldiers
    A critical look at children schooled only in war.
  • Journal of Latinos and Education
    The Journal of Latinos and Education provides a cross, multi and interdisciplinary forum for scholars and writers from diverse disciplines who share a common interest in the analysis, discussion, critique, and dissemination of educational issues that impact Latinos.
  • The Consortium for Policy Research in Education
    The Consortium for Policy Research in Education (CPRE) unites researchers from five of the nation's leading universities to improve elementary and secondary education through research on policy, finance, school reform, and school governance.
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