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Volume 120, Number 1 (2018)

 
by Raymond Brown, Deborah Heck, Donna Pendergast, Harry Kanasa & Ann Morgan
This article describes a four-year project spanning the development and trialing of the School Renewal Profiling Tool. The development was informed by a sociocultural theoretical framework that built on the work of Harré’s concept of the Vygotskian space and Lave and Wenger’s notion of situated learning to explore a learning-based approach to school renewal.
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by Annette Lareau, Elliot B. Weininger & Amanda Cox
In this article, authors show how elite parents collectively use cultural, social, and symbolic capital to challenge a school district plan to change attendance boundaries.
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by Juliet Michelsen Wahleithner
This study uses five case studies to examine high school English teachers’ instruction of writing while taking into account their preparation for teaching writing, the instructional policies in place, and the learners in their classrooms.
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by Eleanor Drago-Severson & Patricia Maslin-Ostrowski
This research examines how effective principals framed the pressing challenges confronted in their leadership practice (technical, adaptive or mixed), and in what ways, learning was implanted in their response.
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by Khe Foon Hew
This article reports on a large-scale qualitative study that analyzed data from more than 4,400 learners who participated in one or more of 10 highly rated MOOCs. The author discusses six key factors that can engage online students and nine reasons for student disaffection.
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by Yvonne L. Goddard & Minjung Kim
This study analyzes a statistically significant positive effect of teacher collaboration on teachers’ reported differentiated instruction use and in turn the influence of differentiated instruction on teachers’ sense of efficacy.
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by Patriann Smith, Jehanzeb R. Cheema, Alex Kumi-Yeboah, S. Joel Warrican & Melissa L. Alleyne
This study examines the way in which 15-year-old 9th and 10th grade Trindiadian bidialectal adolescent youth self-identified linguistically on the 2009 PISA literacy assessment and explores their reading, math, and science literacy performance based on their self-identification as native English and non-native English speaking students.
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by Felicia Moore Mensah & Iesha Jackson
This article analyzes the experiences of preservice Teachers of Color using critical race theory and Whiteness as property to relate the idea of science as White property.
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