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Volume 120, Number 5 (2018)

by Roselien Vervaet , Mieke Van Houtte & Peter A. J. Stevens
This study examines the associations among a multicultural teacher culture, pupilsí perceptions of teachersí multicultural educational practices, and the ethnic prejudice of Flemish secondary-school pupils, controlling for ethnic school composition and various sociodemographic characteristics that have been shown to be related to ethnic prejudice.
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by Ariel Tichnor-Wagner, Danielle Allen, Allison Rose Socol, Lora Cohen-Vogel, Stacey A. Rutledge & QI W. Xing
This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social EmotionalSocial-emotional Learning, or PASL. The innovation was designed, tested, and implemented using a continuous continuous-improvement model.
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by William G. Tierney & Nidhi S. Sabharwal
The authors ask if the social ecology of postsecondary education that has been created in India is in its best interests. By social ecology, we are referring to the universe of postsecondary organizations that account for the 35,357 institutions in India. They suggest that a new social ecology of higher education needs to be put forward that streamlines relationships, clarifies roles and regulations, improves data analysis, and focuses on quality rather than quantity.
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by Brendan H. O'Connor
This participatory, qualitative study of university students on the Texas (U.S.)-Tamaulipas (Mex.) border examines the studentsí development of cosmopolitan identities and perspectives through continued cross-border mobility at a time of sociopolitical upheaval.
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by Corbin M. Campbell & Deniece Dortch
This study reconsiders academic rigor by using a new conceptual framework that focuses on rigorous course practices and by using quantitative observational methods at two selective research institutions.
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by Robert Sternberg & James C. Kaufman
This article describes five societal forces that ERODE creativity: Education, Resources, Opportunities, Diffusion, and Exaggeration. The article further suggests how we can counter this erosion.
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by Susan Moore Johnson, Stefanie K. Reinhorn & Nicole S. Simon
This qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement, dedicating substantial blocks of time each week to teachersí meetings. Teachers in those schools valued their work on teams, saying that it supported their instruction and contributed to their schoolís success by creating coherence across classrooms and shared responsibility for students.
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