Transgender and Gender-Creative Students in PK–12 Schools: What We Can Learn From Their Teachers

This article reports on the barriers and supports to creating positive learning environments reported in interviews with 26 Canadian educators who have worked with children who are transgender or gender-creative.

What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

This study examines empirical models of regulating homework motivation for Chinese high school students. Results from multilevel analyses indicate that at the class level, regulation of homework motivation is positively associated with homework interest, but negatively associated with teacher feedback. Explanations for and implications of these results are discussed in the context of theoretical frameworks and cultural influences.

Whose Problem Is It? Gender Differences in Faculty Thinking about Campus Service

This qualitative study explores how men and women faculty at one research university thought about campus service differently and how their different orientations to campus service were influenced by gender and the gendered nature of their organization.

Competing Priorities and Challenges: Principal Leadership for Social Justice along the U.S.–Mexico Border

This qualitative study explores one principal’s enactment of social justice leadership in the context of a high-performing elementary school located along the U.S./Texas–Mexico border. This article analyzes the unique interactions among a principal, school, and community; it also analyzes how emergent circumstances influence the way social justice challenges are identified, prioritized, and addressed by the principal.

Does Attending a Low-Achieving School Affect High-Performing Student Outcomes?

This paper follows a cohort of initially high-performing Missouri students from grades 3 through 9 and examines whether attending a low-achieving school impacts their subsequent standardized exam scores and final grades.

For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education

Abriendo Puertas, Cerrando Herridas (Opening Doors, Closing Wounds): Latinas/os Finding Work-Life Balance in Academia

We Don’t Buy It: Why New Jerseyans Will Reject Governor Chris Christie’s Offer to Sell Out Urban Schools

This commentary offers a brief critique of Governor Chris Christie's proposed school funding formula. Placing it into historical perspective, the author argues that New Jerseyans will reject his proposal, which offers cash to middle class suburban families in the form of property tax relief, while eviscerating the budgets of urban school districts with high concentrations of poor and working class students of color. We refuse to go back to separate and unequal public schools.

Educational Effectiveness and Ineffectiveness: A Critical Review of the Knowledge Base

Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice

Civic Education in the Elementary Grades: Promoting Student Engagement in an Era of Accountability

Improving Teacher Evaluation Systems: Making the Most of Multiple Measures

ELL Assessment Accommodations in a Time of Changing Academic Standards and Assessment

Using accommodations to ensure access and fairness on high-stakes and classroom assessments for English Language Learners has become embedded in the fabric of American schools as simply common sense. This commentary illuminates unanswered questions and trends related to the uses of accommodations, and urges educators to examine them with a critical eye.

Student-Centered Learning: Nine Classrooms in Action

Close Writing: Developing Purposeful Writers in Grades 2-6

Black Men in the Academy: Narratives of Resiliency, Achievement and Success

Biographical Ruptures and Their Repair: Cultural Transitions in Development

Cracks in the Schoolyard: Confronting Latino Educational Inequality

Learning Over Time: Learning Trajectories in Mathematics Education

Does a Student Have a Constitutional Right to Criticize Lesbianism in a University Film Course? A Federal Court Says Yes

Do students have a First Amendment right to write about controversial topics and express controversial ideas in a university classroom? In some cases they do, as a federal court in New Mexico recognized in a brief opinion released in 2014.

Storying: A Path to Our Future: Artful Thinking, Learning, Teaching, and Research

Urban Teaching: The Essentials, Third Edition

Teaching Comparative Education: Trends and Issues Informing Practice

The Informational Significance of A–F School Accountability Grades

This study evaluates the information significance of Oklahoma A–F school accountability grades relevant to the policy objective of achievement equity.

The Effects of Social Context on Youth Outcomes: Studying Neighborhoods and Schools Simultaneously

In a review of 42 neighborhood effects studies on youth-related outcomes conducted in the the 1990s, Leventhal and Brooks-Gunn find that only two articles examined neighborhoods and schools simultaneously. This paper updates their reviews, explores why it is important to consider neighborhoods and schools in combination and uses data from the National Longitudinal Study of Adolescent Health to empirically examine the effects of studying one context but ignoring the other.