The purpose of this study is to examine the context and contradictions in Milliken. In doing so, authors review select federal school desegregation cases that informed the judicial and plaintiff’s thinking in Milliken, and provide an in-depth description of the city of Detroit and Detroit Public Schools, prior to and during Milliken.
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Introduction to the special issue on Milliken v. Bradley.
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The U.S. Department of Education recently dismissed a complaint filed 20 years ago by civil liberties groups against the Young Women's Leadership School in East Harlem. This commentary recalls the school's first graduation where Oprah Winfrey as the commencement speaker affirmed the merits of this school and implicitly similar all-girls' schools for disadvantaged students.
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This article examines how first grade Latina/o emergent bilinguals interacted with a literacy curriculum that sought to value their transnational experiences and multilingual repertoires.
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This article investigates the relationship between child migration and educational attainment. Depending on age at migration, it examines whether there is an educational advantage for Mexican-born children who migrate to the United States relative to their non-migrant Mexican peers.
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The government of Ecuador has made many changes and improvements to the education system in recent years. Among these changes was the creation of the Buen Vivir program, which was to serve as a guide for future educational reforms in the country. Additionally, the government has decided to participate in PISA 2015. The purpose of this commentary to is to briefly describe the philosophies of Buen Vivir, analyze research that has been done about the implementation of PISA in other countries, and draw a conclusion as to whether Ecuador’s inclusion in PISA aligns with the tenets of Buen Vivir, and whether it will be of benefit to students in Ecuador.
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The use of data has produced a narrowing effect in education. It has caused schools to narrow the content we are teaching, focusing on key learning targets (e.g. Common Core State Standards). At the same time, it has caused us to narrow the students we are teaching. Since schools are evaluated by proficiency percentages, educators are using data to create categories of “green,” “yellow,” and “red” students, and diverting resources disproportionately toward “yellow” students as a means of boosting overall percentages. This commentary discusses the consequences of this phenomenon, particularly on student equity and on teacher morale. It ends by urging school systems to use data in a way that tracks growth rather than performance, in an effort to mitigate the triaging effect.
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Recent research in the brain sciences integrated with knowledge in education, the arts, humanities, and social sciences reveals this: dance is nonverbal language with similar places and education processes in the brain as verbal language, thus a powerful means of expression and communication. Dance is physical exercise that sparks new brain cells (neurogenesis) and neural plasticity/connections, the brain’s amazing ability to change throughout life and provide a network for learning any subject. Moreover, dance is a means to help us cope with stress that can motivate or interfere with learning.
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By using the field of dance education in Finland as an example and by describing the critical incidents that occurred during the collaborative knowledge creation process amongst the participating dance professionals this article sheds light to a more general phenomenon of facilitating the creation of new knowledge in professional contexts, that are characterized by epistemic diversity or specificity.
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This article analyzes the way that a teacher community shares stories about students in a racially and socioeconomically diverse elementary school.
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When inequality of opportunity is discussed in higher education, it typically pertains to access to college. This article shifts attention to instructional quality and examines whether students from all sociodemographic groups report similar levels of instructional quality and whether that changes as they progress through college.
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This article analyzes the effects of mandated accountability testing, teachers' knowledge and beliefs, and teachers' milieu on the work of four social studies teachers in one middle school in Texas. The article argues that more comprehensive and holistic research efforts are needed for researches to be able to more fully understand and communicate to readers the combination of factors that impact teachers' work.
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This article examines the challenges and limitations of a research alliance—between a university research center, a high school, and one of its feeder K–8 school districts—focused on improving school climate.
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This article examines special education in one Canadian urban public school system, the Toronto system, from 1945 to the present. Prepared with a wide audience of historians and education researchers, policymakers, administrators, teachers, and others in mind, the article explains the many different change factors – as well as the significant continuity – that have been present in the historical development of special education policies.
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This case study of two secondary school teacher teams explored the potential of collaborative partnerships with outside content experts for infusing new resources and perspectives that move beyond persistent images of classroom instruction.
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Students’ self-conscious emotions and coping strategies were examined in three classroom social/instructional contexts: private, small group, and whole class.
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This research examines the experiences of 15 undocumented immigrants who graduated from public high schools in New York City and identifies nine types of microaggressions they encountered during their college choice process.
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In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) model in elementary classrooms.
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This study explores how urban adolescents in a small, Northeastern city make meaning of available support services and providers and how they make decisions about when and where to access support.
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Using a symbolic interactionist theoretical framework, the authors examine eleven persistently disciplined urban middle school students’ experiences with being labeled as “frequent flyers.”
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This article explores the nature of the historical writing process by looking at the hallmark writing skills historians develop as they learn the craft.
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This study examines dimensions of positive strategies for coping with the college environment among students from adverse backgrounds in relation to the different services and support systems students may access.
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Despite the increased popularity of blended learning in K–12 contexts, relatively little research exists that examines teachers’ instruction in high-tech blended schools. Drawing on cultural historical activity theory (CHAT) to identify and explore the contextual factors influencing teachers’ work, this article traces how teachers' roles and instructional practices develop throughout the first year of a blended learning school.
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In light of recent events, it is becoming more important to identify those who are committing ethnic fraud, especially when done for personal gain. Ethnic fraud committed by non-Native Americans posing as Native Americans has been around for years and is not a new subject among Natives. A contribution to a larger solution for identifying those committing ethnic fraud against Native Americans is to use subtle cues in writing, such as humor, to identify those truly from a North American Indigenous background.
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In light of recent debates about the value of professional development, this article revisits the question of whether or not great teachers are made or born. If, as the recent study released by TNTP claims, professional development has no impact on teacher performance, we could draw the conclusion that good teachers are simply born good and no professional development program will make them better. That conclusion, however, contradicts ample evidence that teachers, like other professionals, can learn and improve their practice over time. As TNTP reports, school districts may well be wasting billions of dollars on ineffective professional development, but the need for well designed, differentiated teacher support has never been greater.
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