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Volume 119, Number 6 (2017)

 
by Bridget Turner Kelly & Rachelle Winkle-Wagner
This article takes a unique approach methodologically and conceptually to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities.
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by Myley Dang & Karen Nylund-Gibson
In this article, the authors implemented a latent class analysis to study the extent to which math attitudes and self-efficacy influence careers in science, technology, engineering, and math using the Education Longitudinal Study of 2002. Authors examined these patterns for 10th grade native and non-native English speakers and followed their trajectories ten years later.
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by Angela Calabrese Barton, Edna Tan & Day Greenberg
This article describes how and why youth engage in making in an after-school, youth-focused, community-based makerspace program. Using a mobilities of learning framework, authors discuss how youth appropriated and repurposed the process of making, and unpack how the program attempted to value and negotiate youths’ ways of making from an equity-oriented perspective.
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by Stuart S. Yeh
Evidence regarding the reliability and validity of value-added teacher rankings, evidence that National Board for Professional Teaching Standards teacher certification is a reliable measure, but a weak predictor, of gains in student performance, and evidence from a path analysis suggest reasons to question the prevailing view that the contribution of teachers to student performance is the largest factor influencing student achievement.
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by Lewis M. Wasserman & John P. Connolly
This article examines the impact of the Supreme Court’s 2006 Garcetti v. Ceballos ruling on the voting of both Democratic and Republican U.S. Courts of Appeals appointees as a case of doctrinal signaling.
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by Vicki S. Collet
This article investigates the use of lesson study and its impact on teachers and students in a time of tension and high-stakes accountability.
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by Yongmei Ni
This study compares the organizational and professional commitment of teachers in charter schools and traditional public schools and explores how these differences are associated with teacher characteristics, school contextual factors, and working conditions in the two types of schools.
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by Melanie C. Brooks & Miriam D. Ezzani
This article reports findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity.
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