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Volume 120, Number 3 (2018)

 
by Glynda Hull & Emily Hellmich
This article explores how schools in the United States and internationally are currently instantiating a global education through a qualitative research design and a cosmopolitanism theoretical frame.
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by Chong Min Kim, Kenneth A. Frank & James P. Spillane
This article examines whether or not teachers’ networks and their formal positions influence classroom composition. We find that teachers who are nominated as giving more advice to others and who occupy leadership roles in the formal organization are assigned higher achieving students.
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by Xiaoxia A. Newton, Rosario Rivero, Bruce Fuller & Luke Dauter
This paper focuses on longitudinal and multilevel analysis of the differences between charter and traditional public schools in teacher turnover in terms of when, who, and under what context.
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by Sarah M. Stitzlein
The article challenges the recent shift toward teaching and measuring grit in schools by exposing its shortcomings and offering a more helpful and sustainable educational aim of pragmatist hope.
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by Jenna W. Gravel
This study explores how fifth grade co-teachers in an inclusive classroom promote disciplinary thinking in English Language Arts (ELA) among diverse learners by applying Universal Design for Learning (UDL). The findings reveal specific instructional moves that were used to encourage robust disciplinary thinking and point to new ways of characterizing what it means for all learners to engage in the practices of the discipline.
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by Ansley T. Erickson & Andrew R. Highsmith
“The Neighborhood Unit: Schools, Segregation, and the Shaping of the Modern Metropolitan Landscape” explores how the “neighborhood unit,” a school-centered planning concept popularized during the early twentieth century by planner Clarence Perry and later endorsed by numerous government agencies throughout the United States and world, became an important mechanism for promoting racially segregated housing and schools.
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by Tricia Niesz, Aaron M. Korora, Christy Burke Walkuski & Rachel E. Foot
This article explores how educational researchers have addressed social movements in their scholarship. Reporting on an extensive review of the literature, it argues for a more united field of research on social movements and education, one that networks researchers from multiple fields of educational research who are not currently in conversation.
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