The achievement gap may be explained as a consequence of the conventional structure of schooling and the failure to individualize task difficulty and provide performance feedback in a way that is necessary to ensure that all students experience mastery.
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Using the Education Longitudinal Study of 2002, this study examines high-school English language learners’ pathways to four-year colleges in order to explore why ELLs’ access to four-year college is so limited.
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Three studies explore how feelings of belonging among White students and stigmatized students of color influence their academic choices, goals, and performance.
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In this study, the author seeks to test whether enrolling full time at a community college has a discernible effect on transferring to a four-year university by following four cohorts of first-time traditionally aged college students who graduated from a public high school in Texas in the years 2000–2003.
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In this mixed methods study, the author uses eight years of district-wide, student-level longitudinal data to determine characteristics and overall patterns of academic achievement for Long-Term English Learners in a medium-sized California district.
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This study examines the effects of socioeconomic, racial, and linguistic segregation on cognitive and noncognitive skills in American high schools.
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Community college leaders are now turning to social media/social networking sites for new avenues and opportunities to increase students’ interaction, engagement, and collaboration with peers, faculty, and staff. This study examines the use of social media/social networking sites and its relationship to social capital and academic success in the context of community colleges.
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This article explores for a broad audience the changing landscape of education in the digital age, the changing roles of teachers in a technology-rich education system, and the skills, knowledge, values, and ways of thinking that teachers must have to support students’ social, emotional, and intellectual development in a digital learning environment.
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This paper analyzes how research has been misused in debates about the future of teacher education and offers several specific suggestions for improving the quality of this debate.
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We review recent experiments we conducted showing that writing produces similar learning outcomes to reading without reading; these results led us to the conclusion that students must first become competent writers before they can reap the benefits of writing-to-learn.
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In this commentary, the authors explain that, despite well-respected bilingual education policy, Illinois, like most of the U.S. has an inequitable distribution of dual immersion bilingual education programs. Such programs appear mostly in white, middle-class communities rather than in predominantly Latino ones. The authors argue that this inequity is driven by ideological and cultural capital differences among communities. They contend that these inequities must be addressed if more effective additive bilingual education models are to serve emergent bilingual students in the U.S.
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This is a proposal to teach classroom-based mindfulness techniques to teacher education candidates as part of their teacher education programs. While mindfulness, including yoga and meditation, is growing more popular in a range of educational settings, the majority of K-12 programs are delivered to schools through external personnel from yoga or mindfulness service organizations. In many cases, these programs are provided at low or no cost to schools, or individual teachers might take trainings ranging from about $600-$2500. A more sustainable, affordable and ethical scenario would be to develop the capacities of teachers to employ mindfulness techniques for their own wellbeing, and that of their students, during their teacher education programs.
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David Sackett, a physician who died in May, 2015 at age 80, helped usher a paradigm shift in medicine toward embracing evidence-based medicine and applying principles of improvement science to health care reform. A parallel paradigm shift is afoot in educational research.
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