Americanizing the West: Protestant and Catholic Missionary Education on the Rosebud Reservation, 1870–1920 challenges the dominant story of Protestant and Catholic conflict by illustrating the critical role that mission schools played in creating denominational consensus in the West. Protestant and Catholic missionaries cast aside their differences as they worked toward common goals to “civilize,” Christianize, and “Americanize” natives on reservations like Rosebud.
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From an historical perspective, I compare teachers' reactions to two, long-lasting forms of scripted instruction, the Froebelian kindergarten and Montessori, with two widely used modern scripts, Direct Instruction and Success for All, and focus especially on the role of theory and research, teacher training, and teachers' assessments of effectiveness. I ask how these factors may influence teacher autonomy, fidelity, and resistance and what some implications may be for teacher education today.
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This article contrasts the home study activities of two major universities, Columbia and Wisconsin, with the business practices of the proprietary vendors who dominated the large market for correspondence courses in the 1920s and 1930s.
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Intended to deepen our understanding of the role of education in the perpetuation of social inequality, this article describes an integrated cultural system dedicated to individual advancement in a U.S. suburb and public high school.
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This article examines the processes by which teacher applicants find teaching positions and seeks to understand how teachers come to work in particular schools by developing a theoretical conception of the teacher job search process informed by Bourdieu’s cultural reproduction theory and theories of action. Longitudinal survey and interview data shed light on how teacher applicants’ social and cultural backgrounds influence job search decisions.
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This article describes a randomized field trial conducted to estimate the impact of modest monetary incentives on performance on a version of the National Assessment of Educational Progress (NAEP) 12th-grade reading assessment. Monetary incentives have a statistically significant and substantively important impact on both student engagement/effort and achievement.
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This study used virtual reality technology to simulate a variety of reading disorders and examined their impact on the degree of teacher awareness on the cognitive experiences dyslexic pupils encounter while trying to read. It compared the effectiveness of VR to better enhance the awareness of the teachers with the effectiveness of watching a film, and found VR to be more effective.
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Highlighting themes from qualitative case studies of three equity-minded California teachers, this article draws on social learning and activity theories to examine equity-minded teachers’ learning and agency as they responded to accountability-driven language arts reforms in underperforming schools. The article underscores the importance of balanced leadership in an era of high stakes accountability, particularly as it relates to teacher professionalism, learning, and agency.
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This study employs mixed methods in an in-depth case analysis of a ninth-grade student's engagement in a writing task to suggest that situated purposes of engagement are integral elements in self-regulation and that different purposes call for employment of different types of strategies and potentially of self-regulation.
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This article provides a conceptual understanding and briefly reviews prior work regarding the regulation of motivation. As well, social influences on the development of regulation of motivation are discussed. Throughout the article, gaps in prior research and directions for future studies are noted.
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An introduction to the Special Issue The Race for Educational Equity: An Examination of the meaning of Community Schools v. Seattle School District No.1, et al. and Crystal D. Meredith, Custodial Parent and Next Friend of Joshua Ryan McDonald v. Jefferson County Board of Education, et al. on school desegregation.
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This article offers a critical race analysis of the U.S. Supreme Court’s decision to declare voluntary public school integration unconstitutional in Parents v. Seattle School District No. 1. The goal of this article is to explain how education policies intended to improve the learning opportunities for students of color are resisted by Whites.
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In this conceptual paper, the author theorizes on the meaning of American democracy using tenets of critical race theory as a framework to examine the impact of the Parents Involved in Community Schools v. Seattle School District No.1 (PICS) decision on educational equity. The author’s commentary highlights conceptual and epistemological concerns related to the relationship between democracy and schooling for African Americans, looking specifically at the notion of Black self-determination as a prerequisite for the full participation of Black people in the United States.
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This article takes a closer look at choice and charter school reforms as a means to addressed unresolved issues of racial segregation in urban school districts. Using the lens of critical race theory, the authors examine the outcomes of market theory reforms as solutions to inequitable schooling practices.
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This article employs critical race theory to examine the conditions of two adjacent school districts. In addition, the author explores the relationship between the conditions of the two districts and the Supreme Court ruling in Parents Involved in Community Schools v. Seattle School District No. 1 (PICS), arguing that the districts and the PICS decision are tied together through common collective definitions of segregation.
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This article summarizes research, conducted in three small high schools, on teachers’ conceptualization and enactment of the advisor role. Implications for advisory work in small high schools, teachers assuming social-emotional support roles, and role complexity are discussed.
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The relationship between funds of knowledge and Latina/o students’ academic and nonacademic outcomes.
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“Memory Test: A History of U.S. Citizenship Education and Examination” explores the history of the U.S. Citizenship Test, tracing its development from unregulated examination by naturalization judges at the dawn of the twentieth century to the highly structured 100-question format of the current test.
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In this article, I propose an analytic framework for understanding youth-produced films as spaces for identity construction and representation. I bring together prior work in youth-produced media, social semiotic analysis frameworks, and the formal analysis of films in order to demonstrate how the construction of multimodal representation supports identity development processes and help us to bring these new media literacy practices to youth who are most in need of alternative mechanisms for engaging in positive identity work.
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Using portraiture, this article examines how immigrant and long-time resident youth build relationships with each other and identifies processes of personal interaction, cooperative action, and collective identification as central to the building of these bridging relationships.
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Although the historical and contemporary contributions of historically Black colleges and universities (HBCUs) to educating college-going African American students are well documented, such analysis often neglects to highlight the male student role or perspective. This article presents a review and critique of past and contemporary HBCU research focusing explicitly on African American men, with the hope of recentering the gendered dialogue.
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This research examined the effects of classroom peer absences on student-level standardized test performance in urban elementary schools. The effects of missing school were proved to be harmful to the individual and his or her peers.
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This article uses data from descriptive case studies of 15 high schools in five states to explore students’ perceptions and expectations of student financial aid and the contextual forces that influence these perceptions and expectations.
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This article examines an augmented reality game-based science unit in which students investigated environmental issues of local importance.
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