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Volume 120, Number 6 (2018)

by Jack Schneider, Rebecca Jacobsen, Rachel S. White & Hunter Gehlbach
This article details an experiment in which a broad and diverse range of information about schools was assembled and presented to stakeholders in a small urban district. Using a modified deliberative polling experience, authors assessed how participants responded to a new, more comprehensive set of school performance information. They found that when users of the new data system evaluated unfamiliar schools, they expressed not only more confidence in their own knowledge, but also in the quality of the schools.
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by Josipa Roksa & Denise Deutschlander
This article illuminates how students’ college-going attitudes and behaviors are rooted in family social and cultural resources. The results indicate that research and policy endeavors focused on academic undermatch, and college access more broadly, warrant an explicit attention to parents, not just students.
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by Heather C. Hill, Douglas Lyman Corey & Robin T. Jacob
Since 2002, U.S. federal funding for educational research has favored the development and rigorous testing of interventions designed to improve student outcomes. However, a large proportion of the programs developed and rigorously tested in the past decade have shown null results on both student outcomes and, often, intermediate variables. In this paper, we argue for a more systematic approach to examining null results, and illustrate this approach via an examination of one program’s failure to impact teaching and learning.
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by Zeyu Xu & Kennan Cepa
This article examines the transitional impact of the Common Core State Standards on student college -readiness measures during the early stages of their implementation.
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by April S. Salerno & Amanda K. Kibler
This study uses the lens of figured worlds (individual, culturally based systems for meaning-making) to understand how English pre-service teachers build relationships with challenging students during four semesters of methods courses and field placements.
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by Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove & Molly McManus
This study investigates how district administrators, school administrators, pre-K–3 teachers, and bilingual first graders within a school district serving Latina/o immigrant families think about the role of agency in early learning. Our findings suggest that even in supportive, academically successful districts, deficit thinking at any level can justify narrow, rote types of instruction that ultimately impact the types of messages young children receive about learning and being a learner.
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by Kristy Cooper Stein, Andrew Miness & Tara Kintz
The authors use cognitive flexibility theory to theoretically and empirically explore the relationship between how high school teachers understand student engagement and their ability to consistently engage students in class. Using three years of data from annual student surveys and teacher focus groups, they find that teachers whom students rated as being more engaging tended to illustrate more cognitive flexibility in how they spoke and thought about engagement.
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by Holland W. Banse, Timothy W. Curby, Natalia A. Palacios & Sara E. Rimm-Kaufman
This study examines relations between fifth-grade teachers’ use of general teaching practices, such as emotional support, and mathematics-specific practices, such facilitating mathematical discourse, over the course of a school year.
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