Connecting Math Attitudes With STEM Career Attainment: A Latent Class Analysis Approach

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.

The Classroom Teacher’s Behavior Management

Tomorrow’s EdTech Today: Establishing a Learning Platform as a Collaborative Research Tool for Sound Science

This article defines how educational technologies can be leveraged for use in collaborative research environments by highlighting the research revolution of ASSISTments, a popular online learning platform, and by outlining the many benefits made possible through educational research at scale.

Maya Loves Tubby and You Should Too, If You Want to Understand and Evaluate Children’s Math Learning in the Digital Age

This article discusses how high quality software can both promote children’s math learning and also provide analytic tools for studying its development over time. Macrogenetic research on digital learning can contribute to the further development of effective math education software, shed light on children’s math learning, and also largely eliminate the need for high-stakes testing and traditional achievement tests.

Dynamics of Low-Fee Private Schools in Kenya: Governmental Legitimation, School-Community Dependence, and Resource Uncertainty

In this article, the authors explore the Kenyan government’s engagement with low-fee private schools, document and assess the impact of this support on the behavior of schools, and clarify key actor perspectives and responses within this context.

Help Avoidance: When Students Should Seek Help, and the Consequences of Failing to Do So

This article investigates whether there is an optimal point for determining whether a student needs help. Findings reveal that it is better for students within intelligent learning systems to seek help early in the learning process.

Two Heads May be Better than One: Learning from Computer Agents in Conversational Trialogues

Pedagogical agents are computerized talking heads or avatars that help students learn by performing actions and holding conversations with the students in natural language. This paper explores several designs of trialogues (two agents interacting with a human student) that have been productively implemented for particular students, subject matters, and depths of learning.

Guiding and Motivating Students Through Open Social Student Modeling: Lessons Learned

This paper attempts to integrate the ideas of adaptive navigation support and open student modeling, two prominent technologies in the field of personalized learning with social visualization.

Shifting Gears: Recalibrating Schoolwide Discipline and Student Support

Finding a Voice in Predominantly White Institutions: A Longitudinal Study of Black Women Faculty Members’ Journeys Toward Tenure

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.

Crossing Disciplinary Boundaries to Improve Technology-Rich Learning Environments

This article reviews recent advances in research by members of the Learning Environments Across Disciplines partnership on the design of adaptive technology-rich learning environments as cognitive, metacognitive, and affective tools. In particular, we examine the use of convergent methodologies and how the design guidelines of the learning environments are grounded in instructional theories and empirical evidence.

Leveraging Big Data to Help Each Learner and Accelerate Learning Science

This article argues that today’s gold standard for identifying what works, the randomized controlled trial, poorly serves each and any individual learner. Elements of this argument provide grounds for proposed remedies in cases where software can log extensive data about the operations that each learner applies to learning and about each bit of information to which a learner applies those operations.

Reassessing the Social Studies Curriculum: Promoting Critical Civic Engagement in a Politically Polarized, Post-9/11 World

Teaching Disciplinary Literacy: Using Video Records of Practice to Improve Secondary Teacher Preparation

Young Faculty in the Twenty-First Century: International Perspectives

Matching Students to Opportunity: Expanding College Choice, Access, and Quality

Observing and Recording the Behavior of Young Children

Faculty Development and Student Learning: Assessing the Connections

Blueprint for Tomorrow: Redesigning Schools for Student-Centered Learning

Self-Regulation and the Common Core: Application to ELA Standards

Learning Through Digital Game Design and Building in a Participatory Culture: An Enactivist Approach

Policy Patrons: Philanthropy, Education Reform, and the Politics of Influence

Causal Inference in State Accountability Plans: The Need for Best Practices

The purpose of this commentary is to present a systematic framework for comparing the standards for drawing causal inferences in educational research to the lack of standards for drawing causal inferences under state accountability plans. We aim to demonstrate that this framework encompasses many of the vast critiques of previous educational state accountability plans for estimating school and teacher effects on achievement, and hence offers a path to improvement for state accountability plans currently being developed under the Every Student Succeeds Act (ESSA).

Policy-Induced Disparities in Migrant and Seasonal Head Start Teacher Qualifications

This article documents the growing disparity in program quality between Migrant and Seasonal Head Start and Head Start overall and argues that the growing teacher qualifications gap documented between Head Start programs is Head Start policy related.

Investigating the Effects of Culturally Relevant Texts on African American Struggling Readers’ Progress

This article reports the results of two related studies that investigated the effects of a 10-week reading intervention program in which culturally relevant texts were used for instruction on urban African American children’s reading achievement.