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Volume 120, Number 2 (2018)

by Scot Danforth
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.
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by Haim Shaked & Chen Schechter
This study explores the development of holistic school leadership, an approach where principals lead schools through the systems thinking concept and procedures, over principals' different career stages.
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by Thai-Huy Nguyen, Andrés Castro Samayoa, Marybeth Gasman & Steve Mobley Jr.
This study explores how student health directors at HBCUs promote policies and practices that are attuned to the health of their gay and lesbian students. It explores the conditions that are developed to cultivate student health centers that not only address students’ physical health, but also reaffirm these students.
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by Federick Ngo, W. Edward Chi & Elizabeth So Yun Park
This study investigates possibilities for placing community college students in mathematics courses using a holistic set of measures beyond placement tests. These include academic background measures such as high school grades and math courses taken and noncognitive indicators of motivation, time use, and social support.
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by Tang Heng
This qualitative study follows 18 Chinese international undergraduates over a year to investigate strategies they used to cope with challenges in U.S. colleges.
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by Bianca J. Baldridge
This article captures the pedagogical practices, cultural work, and educational advocacy employed by youth workers at a community-based educational space engaging Black youth.
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by Joseph A. S. Levitan
This article examines the implications of using different theories concerned with social justice to interpret first generation Quechua (indigenous) students’ voices for responsive education policy.
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by Judith Toure & Dana N. Thompson Dorsey
In this article, authors draw from Feagin’s conceptual framework, the White racial frame (WRF), to analyze school leadership practice and ways in which the WRF emerges and shapes leaders’ work with teachers.
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