Critically Engaging in Discourses on Quality Improvement: Political and Pedagogical Futures in Early Childhood Education

This commentary reflects on a dialogue among members of the Critical Perspectives on Early Childhood Special Interest Group (AERA). It examines the influence of quality improvement in early childhood as it relates to the impact of globalizing and neoliberal forces driving education reform.

Educational Policies and Youth in the 21st Century

Mi Padre: Mexican Immigrant Fathers and Their Children’s Education

Being a Scholar in the Digital Era: Transforming Scholarly Practice for the Public Good

Restorative Practice Meets Social Justice: Unsilencing the Voices of “at-Promise” Student Populations

Why Students Resist Learning: A Practical Model for Understanding and Helping Students

Mobile Makes Learning Free: Building Conceptual, Professional, and School Capacity

Teaching Skills for Complex Text: Deepening Close Reading in the Classroom

High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning

Letters to a Young Education Reformer

Elements of Discussion

Exploring the Roots of Digital and Media Literacy through Personal Narrative

Compulsory: Education and the Dispossession of Youth in a Prison School

Advanced Management for Deans

When Pre-K Comes to School: Policy, Partnerships, and the Early Childhood Education Workforce

When the Achievement Gap Becomes High Stakes for Special Education Teachers: Facing a Dilemma with Integrity

The study uses the concept of integrity to analyze teachers’ agency in situations of strain or crisis.

Analysis Yes, Hasty Conclusions No

Letter to the editor in response to Jonathan Zimmerman's commentary, "Education Yes, Propaganda No."

Talking 'Bout My Generation: Defining “First-Generation College Students” in Higher Education Research

In this study, authors used data from the Education Longitudinal Study of 2002 to determine if the way in which researchers define first-generation college students matters with regard to its connections to the postsecondary aspirations and actions of students.

Response to Intervention: Instructional Challenges for Teachers in High Need Contexts

This study adds to our understanding of how elementary school teachers in culturally and linguistically diverse contexts think about the implementation and impact of Response-to-Intervention practices.

A Single Voice in the Crowd: A Case Study of One Student’s Determination to Challenge Top Down School Reform

This qualitative study uses narrative inquiry to investigate the role of students in education reform through the story of EJ, a young black male with a dis/ability, in an urban city in central Texas at a high school slated for closure within a poor, minority neighborhood.

Making the Body Ready for School: ADHD and Early Schooling in the Era of Accountability

The study investigated how early childhood teachers’ perspectives of and practices for managing the behavior and bodies of children at risk of being identified with ADHD were related to the increasing concern over school readiness under SBA reform.

Professional Learning in Action: An Inquiry Approach for Teachers of Literacy

Knowing What’s Local: Ethnographic Inquiry, Education, and Democracy

Revisiting Insider-Outsider Research in Comparative and International Education

Teaching Controversial Issues: The Case for Critical Thinking and Moral Commitment in the Classroom