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Volume 117, Number 12 (2015)

by David Williamson Shaffer, Padraig Nash & A. R. Ruis
This article explores for a broad audience the changing landscape of education in the digital age, the changing roles of teachers in a technology-rich education system, and the skills, knowledge, values, and ways of thinking that teachers must have to support students’ social, emotional, and intellectual development in a digital learning environment.
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by Loris Fagioli, Cecilia Rios-Aguilar & Regina Deil-Amen
Community college leaders are now turning to social media/social networking sites for new avenues and opportunities to increase students’ interaction, engagement, and collaboration with peers, faculty, and staff. This study examines the use of social media/social networking sites and its relationship to social capital and academic success in the context of community colleges.
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by Gregory J Palardy, Russell W. Rumberger & Truman Butler
This study examines the effects of socioeconomic, racial, and linguistic segregation on cognitive and noncognitive skills in American high schools.
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by Karen D. Thompson
In this mixed methods study, the author uses eight years of district-wide, student-level longitudinal data to determine characteristics and overall patterns of academic achievement for Long-Term English Learners in a medium-sized California district.
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by Toby J. Park
In this study, the author seeks to test whether enrolling full time at a community college has a discernible effect on transferring to a four-year university by following four cohorts of first-time traditionally aged college students who graduated from a public high school in Texas in the years 2000–2003.
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by Mary Murphy & Sabrina Zirkel
Three studies explore how feelings of belonging among White students and stigmatized students of color influence their academic choices, goals, and performance.
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by Yasuko Kanno & Jennifer G. Cromley
Using the Education Longitudinal Study of 2002, this study examines high-school English language learners’ pathways to four-year colleges in order to explore why ELLs’ access to four-year college is so limited.
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by Stuart S. Yeh
The achievement gap may be explained as a consequence of the conventional structure of schooling and the failure to individualize task difficulty and provide performance feedback in a way that is necessary to ensure that all students experience mastery.
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