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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
The label Long-Term English Learner (LTEL) is used to describe students educated in the U.S. for many years but still not meeting English proficiency criteria. 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 LTELs in a medium-sized California district. In addition, case study research methods examine the experiences of three LTELs within this same district in greater depth.
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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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