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Volume 121, Number 7, 2019

Featured Articles
by Sabina Vaught
This article conceptualizes “vanishment” as a form of school-based, state punishment through ethnographic stories from inside a juvenile detention center school.

by Tara Brown, Alice Cook & Jesus Santos
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 Holland Banse, Natalia Palacios & Anna Martin
The present study examines specifically how teachers in high-gains classrooms with many ELLs demonstrate support to their students, as compared to teachers in high-gains classrooms with no ELLs and teachers in low-gains classrooms with many ELLs.

by Daniel Liou & Leticia Rojas
Inspired by W. E. B. Du Bois’s (1935) concept of sympathetic touch, the purpose of this article is to introduce an asset-based instructional practice of sympathy as a method to confront the systemic problems of pity and deficit thinking that result in low teachers’ expectations of students.

by Michael Valenti, Elizabeth Brown, Christy Galletta Horner, Duhita Mahatmya & Jason Colditz
This study investigates how special education teachers’ emotional labor (i.e., their deliberate suppression or expression of emotions to achieve goals) explains variation in their working alliances with students. Participants were 61 teachers and 243 students. We tested a mediational, two-level path model including the two types of emotional display rules, two types of emotional acting, and three components of working alliance, and found partial support for this mediational relationship.

by Deryl Hatch-Tocaimaza, Crystal Garcia, Naomi Mardock-Uman, Sarah Rodriguez & Dallin Young
Moving beyond prevalent approaches to intervention impact research, this national study of 47 student success courses investigates not just whether they are effective, but also which features are associated with learning objectives of student success skills, college knowledge, and engagement.

by Edwin Hernandez, Carola Suárez-Orozco, Janet Cerda, Olivia Osei-Twumasi, Monique Corral, Yuliana Garcia, Dalal Katsiaficas & Nidia Ruedas-Gracia
Immigrant-origin students are the fastest growing new population in community colleges, yet little is known about how they make use of their campus spaces. Through a mixed-methods strategy, this study sought out to understand in what ways and to what degree immigrant-origin students in community college use their time on campus.

by Katrina Jacobs
This article centers on a year-long study that followed 10 literacy teachers from their education preparation program into their classrooms, offering insights into the ways their beliefs toward linguistic diversity and equitable assessment were implemented in K–12 classrooms. By approaching this work through a lens of critical practice and linguistic and epistemic equity, this article demonstrates the need to explore the complex links between K–12 education settings and policies, and teacher preparation design and enactment.

 
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