Immigrant-origin students are the fastest growing new population in community colleges, yet little is known about how they make use of their campus spaces. Through a mixed-methods strategy, this study sought out to understand in what ways and to what degree immigrant-origin students in community college use their time on campus.
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Moving beyond prevalent approaches to intervention impact research, this national study of 47 student success courses investigates not just whether they are effective, but also which features are associated with learning objectives of student success skills, college knowledge, and engagement.
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This study investigates how special education teachers’ emotional labor (i.e., their deliberate suppression or expression of emotions to achieve goals) explains variation in their working alliances with students. Participants were 61 teachers and 243 students. We tested a mediational, two-level path model including the two types of emotional display rules, two types of emotional acting, and three components of working alliance, and found partial support for this mediational relationship.
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Inspired by W. E. B. Du Bois’s (1935) concept of sympathetic touch, the purpose of this article is to introduce an asset-based instructional practice of sympathy as a method to confront the systemic problems of pity and deficit thinking that result in low teachers’ expectations of students.
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The present study examines specifically how teachers in high-gains classrooms with many ELLs demonstrate support to their students, as compared to teachers in high-gains classrooms with no ELLs and teachers in low-gains classrooms with many ELLs.
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Drawing on interviews with 25 Latina/o ninth-grade leavers and school policy documents, this article examines how uncertainties about high school completion arise and are negotiated in the school context in ways that contribute to risks for school-leaving. The article employs a theoretical framework that considers both objective and socially constructed dimensions of risk.
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This commentary distinguishes among a technical approach, an inquiry approach, and a relational approach to learning to teach.
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This commentary takes up the question, "Does teacher education matter?" and points to the necessity of centering sociocultural considerations when doing teacher education, equitably and in a just way.
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This commentary argues that teacher educators must go beyond talking about social justice and model the decolonial pedagogies that they advocate for teacher candidates.
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This commentary on the special issue considers the urgency of countering prevailing ideologies and practices that sustain oppressive education.
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The commentary highlights the main ideas of the special issue and outlines the potential contributions of intersectionality to the study of practices in teacher education.
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