This study seeks to identify the individual and institutional predictors of applied STEM course enrollment in high school. A secondary aim of the study is to explore how factors of applied STEM coursetaking are affected by when students choose to take these courses.
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We assessed a longitudinal model of cultural predictors and educational outcomes of social justice orientation in a national sample of Latina/o youths. We examined the longitudinal associations of school climate variables, language, social justice orientation, agency, community engagement, and educational outcomes.
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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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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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This study examines whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment.
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In this paper, the authors use an intersectional framework to critically examine two aims of modern science: (a) to identify distinct biological markers of race and (b) to locate biological and neurological origins of Learning Disabilities.
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The authors of this article examine profiles of reading achievement and motivation among seventh graders and discuss key levers that may foster reading motivation.
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This article explores the contributions of minority serving institutions to the production of teachers of color. The authors lay the groundwork for research in this area and put forth an agenda for future research.
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This study investigates how expertise and formal roles relate to who is sought for advice on mathematics instruction, as measured by centrality, in 30 urban middle schools.
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This article aims to explore the unique impacts of homelessness—above and beyond poverty—on students’ academic growth.
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The author of this commentary argues in favor of teaching evidence-based thinking; it underscores the relevance of education for creating an informed citizenry capable of thinking critically and voting purposefully.
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This commentary describes the process used by the Council for Accreditation of Educator Preparation and the technical support it provides to Educator Preparation Programs. The author identifies discrepancies in: the definition of validity as it applies to qualitative research rather than measurement and assessment, a weak and insufficient definition of content validity, over-emphasis on predictive validity, and inattention to consequential validity.
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