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Volume 122, Number 9, 2020

Featured Articles
by Cristina Lash, Amanda Frye & Prudence Carter
This article examines how mainstream media outlets use research in their reporting of education reforms within the context of the reauthorization of the Elementary and Secondary Education Act (2011-2013). Based on a content analysis of nearly 300 mass media articles from ten publications, we find that journalists use emotional forms of rhetoric to report on the most mainstream, tacitly accepted reforms (including changes to teacher evaluations) and research to report on less familiar reforms.

by Janet Johnson
Yoga in schools has the potential for youth to critically reframe themselves in agentive ways but can also reinforce dominant discourses. This critical qualitative study analyzes the intersecting and conflicting discourses among yoga, schooling, and urban youth.

by Blanca Rincón , Érica Fernández & Juanita Hinojosa
This study investigates the ways in which important others shape the initial educational and career aspirations of Students of Color pursuing STEM pathways.

by Elif Karsli-Calamak & Martha Allexsaht-Snider
This video-ethnography study explored how mathematics functioned as a disciplinary tool in different ways throughout the school day in a Pre-K setting and how all actors in the classroom drew on mathematics for problem-solving in real-life situations within a power/resistance dynamic.

by Kayla Johnson
Through a case study exploration of study abroad programs, this article illustrates how photo-cued interviewing can help to elicit and co-develop narratives that demonstrate what and how students learn. The findings have important implications for visual qualitative research, learning assessment, and educational program design.

by Jason Mayernick
This paper examines the activities of the Gay Teachers Association of New York City (GTA) between 1974 and 1985. It is specifically concerned with the development of a sense of Lesbian, Gay, Bisexual (LGB) teacher responsibility and how that sense of responsibility was applied to the challenges facing LGB students in New York's schools.

by Noah Drezner, Oren Pizmony-Levy & Maria Anderson-Long
Using data from a national survey of alumni from U.S. institutions (n=1.553) we empirically assess the impact of alumni trust of their alma mater on donor behavior and attitudes towards philanthropic giving. We found that alumni trust is a strong predictor of self-reported giving and attitudes, even after accounting for sociodemographic characteristics.

by Elizabeth Stosich
This study addresses two areas of instructional leadership: the role of central office administrators in developing principals as instructional leaders and the potential for the instructional leadership team (ILT) to serve as a structure for supporting collaboration among administrators and teachers for instructional improvement. The findings suggest that support from central office administrators contributed to ILTs’ increased focus on instruction and encouraged principals to share leadership with teachers.

by Awilda Rodriguez & Esmeralda Hernandez-Hamed
Each year, large shares of students who could do well in Advanced Placement courses and exams—known as AP potential students—do not participate, particularly students of color and low-income students. This study sought to empirically test commonly posited reasons for foregoing AP participation.

by Román Liera
This manuscript presents a critical narrative analysis of faculty with training on equity-mindedness engaged in efforts to advance racial equity in faculty hiring.

by DeeAnn Grove
This article is part of a larger study examining the rise of education on the United States’ political agenda. Internal campaign strategy documents demonstrate how the National Education Association’s involvement in presidential election campaigns has been more a story of effective Republican candidates’ political messaging than the well-known legend of a special interest group dominating the will of Democratic candidates for the presidency.

by Jeremy Murphy
This qualitative study revisits an open space school built in the 1970s to examine teachers’ ongoing sensemaking and navigation of the reform several decades later.

by James Stigler, Ji Son, Karen Givvin, Adam Blake, Laura Fries, Stacy Shaw & Mary Tucker
This paper presents the Better Book approach to education R&D, in which researchers, designers/developers, and instructors work together on continuous improvement of a fully instrumented set of interactive instructional materials. We apply the model to the design, implementation, and improvement of an introductory online statistics textbook, Introduction to Statistics: A Modeling Approach.

by Dana Vedder-Weiss, Adam Lefstein, Aliza Segal & Itay Pollak
This study explores tensions related to leadership support and capacity building in a large-scale Israeli research-practice partnership designed to promote teacher leadership and build district capacity. It uses linguistic ethnographic methods to analyze leadership assertion in three cases, which represent different leadership roles at different levels of the system.

by Alyssa Hadley Dunn, Ashley Moore & Mary Neville
Drawing on portraiture methodology and using data from a case study on teacher morale in an urban high school, this study advances a theory about the emotional rules of teaching in a “feminized” profession in a neoliberal era.

 
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