Content

Inclusive Schooling and Leadership for Social Justice
Spring 2014, Volume 53 Issue 2
Guest Editor: Martin Scanlan & George Theoharis

  • Leading Inclusive Reform for Students With Disabilities: A School- and Systemwide Approach
    George Theoharis & Julie Causton
  • ALL Kids Can Be Readers: The Marriage of Reading First and Inclusive Education
    Christine Ashby, Janice Burns & Joan Royle
  • Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why, What, and How
    Francesca López & Jacqueline Iribarren
  • Leadership’s Role in Inclusive LGBTQ-Supportive Schools
    Frank Hernandez & Donald J. Fraynd
  • When Race Enters the Room: Improving Leadership and Learning Through Racial Literacy
    Sonya Douglass Horsford
  • Responding to Poverty and Its Complex Challenges: The Importance of Policy Fluency for Educational Leaders
    Peter Miller, Alexandra Pavlakis, Van Lac & Deborah Hoffman
  • Navigating the Religious Landscape in Schools: Towards Inclusive Leadership
    Joanne M. Marshall
  • How Do Private Sector Schools Serve the Public Good by Fostering Inclusive Service Delivery Models?
    Martin Scanlan & Karen Tichy
  • Ironies and Limitations of Educational Leadership for Social Justice: A Call to Social Justice Educators
    Colleen A. Capper & Michelle D. Young

Critical Issues in STEM Schools
Winter 2014, Volume 53 Issue 1
Guest Editors: Tang Wee Teo & Margery Osborne

  • Conflicts in Developing an Elementary STEM Magnet School
    Lynn Sikma & Margery Osborne
  • Mapping Curriculum Innovation in STEM Schools to Assessment Requirements: Tensions and Dilemmas
    Aik-Ling Tan & Woon Foong Leong
  • Challenges in STEM Teaching: Implication for Preservice and Inservice Teacher Education Program
    Tang Wee Teo & Kaijie Justin Ke
  • Opportunities to Explore for Gifted STEM Students in Korea: From Admissions Criteria to Curriculum
    Kyong Mi Choi
  • Social Equity and Access to a Philippine STEM School
    Frederick Toralballa Talaue
  • Using Learning Stories to Capture “Gifted” and “Hard Worker” Mindsets within a NYC Specialized High School for the Sciences
    Leah D. Pride
  • Hidden Currents in the STEM Pipeline: Insights From the Dyschronous Life Episodes of a Minority Female STEM Teacher
    Tang Wee Teo
  • Transforming STEM Education in an Innovative Australian School: The Role of Teachers’ and Academics’ Professional Partnerships
    Kerry Bissaker
  • Inclusive STEM High School Design: 10 Critical Components
    Erin E. Peters-Burton, Sharon J. Lynch, Tara S. Behrend & Barbara B. Means

Emerging Issues in School Bullying Research and Prevention Science
Fall 2013, Volume 52 Issue 4
Guest Editor: Dorothy L. Espelage

  • Association between peer victimization and academic performance
    Dorothy L. Espelage, Jun Sung Hong, Mrinalini A. Rao & Sabina Low
  • The biological underpinnings of peer victimization: Understanding why and how the effects of bullying can last a lifetime
    Tracy Vaillancourt, Shelley Hymel & Patricia McDougall
  • Cyberbulling: What does research tell us?
    Sheri Bauman
  • Teacher-student agreement on “Bullies and Kids They Pick On” in elementary school classrooms: Gender and grade differences
    Hai-Jeong Ahn, Philip C. Rodkin & Scott Gest
  • Understanding homophobic behavior and its implications for policy and practice
    V. Paul Poteat & Stephen T. Russell
  • The influence of psychosocial factors on bullying involvement of students with disabilities
    Chad A. Rose, Anjali J. Forber-Pratt, Dorothy L. Espelage & Steven R. Aragon
  • The role of social-emotional learning in bullying prevention efforts
    Brian H. Smith & Sabina Low
  • Preventing bullying through positive behavior interventions and supports (PBIS): A multitiered approach to prevention and integration
    Catherine P. Bradshaw
  • The critical role of school climate in effective bullying prevention
    Cixin Wang, Brandi Berry & Susan M. Swearer
  • Bullying prevention and social justice
    Megan Polanin & Elizabeth Vera

Special Anniversary Issue: Fifty Years of Theory Into Practice: Learning from the Past, Looking to the Future
Volume 52, Supplement 1, 2013
Guest Editor: Pamela J. Gaskill

  • This Issue
    Megan Sanders, Alan Hans, Hussam H. Kashou, Emily A. Nemeth, Lisa A. Riegel, Jennie E. Tober, Jennifer L. VanDerHeide & Yi-En Wei
  • Theories of learning and teaching in TIP
    Anita Woolfolk Hoy, Heather A. Davis & Eric M. Anderman
  • Conceptions of youth and children in the Theory Into Practice Archive
    Nancy Lesko
  • Learning to teach in a complex interconnected world
    Arnetha F. Ball
  • Unnatural selection: Curricular conversations in TIP 1962-2012
    Catherine Doherty & Elizabeth Briant
  • Literacy in theory and practice: Challenges and debates over 50 years
    Brian Street
  • Individual differences and learning challenges
    Thomas E. Scruggs & Margo A. Mastropieri
  • The construction and historical development of multicultural education, 1962-2012
    James A. Banks
  • Critical moments in research and use of assessment
    Eva L. Baker
  • Evolution of advanced learning technologies in the 21st century
    Arthur C. Graesser
  • Afterword
    Amanda R. Baker, Sevda Binici, Shannon Clancy, Jaclyn Dynia, Alan Hans, Bradley A. Henry, Heather B. Hill, Katherine M. Kovach, Mary Beth Schmitt & David P. Way

Educational Policy and Youth in the 21st Century
Summer 2013, Volume 52 Issue 3
Guest Editor: Sharon L. Nichols

  • Education policy and youth: Effects of policy on practice
    Sharon L. Nichols & Angela Valenzuela
  • Restrictive language education policies and emergent bilingual youth: A perfect storm with imperfect outcomes
    Kate Menken
  • Costo alto de política anti-imigrante sobre la familia y educación: The adverse consequences of anti-Latino immigration laws
    Leticia Alvarez Gutiérrez
  • Special education policy, response to intervention, and the socialization of youth
  • Schooling, sexual orientation, law, and policy: Making schools safe for all students
    Jeremy R. Sullivan & Felicia Castro-Villarreal
  • Independence, dominance, and power: (Re)examining the impact of school policies on the academic development of indigenous youth
    Charlotte J. Patterson
  • Inequality, poverty and the socialization of America’s youth for the responsibilities of citizenship
    David Berliner
  • Standardizing curriculum and loss of creativity
    Nel Noddings
  • Toward a critical youth policy praxis: Critical youth studies and participatory action research
    David Alberto Quijada Cerecer, Caitlin Cahill & Matt Bradley

 

Effective Professional Development for Teachers of Culturally and Linguistically Diverse (CLD) Students: Issues and Perspectives
Spring 2013, Volume 52, Issue 2
Guest Editor: Guofang Li

  • Interrupting the Professional Schism That Allows Less Successful Educational Practices With ELLs to Persist
    Edmund T. Hamann & Jenelle Reeves
  • Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
    Ester J. de Jong, Candace A. Harper & Maria R. Coady
  • Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education
    Tamara Lucas & Ana María Villegas
  • Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners
    Okhee Lee & Cory A. Buxton
  • Training and Sustaining Effective Teachers of Sheltered Instruction
    Deborah Short
  • Teachers as Intellectuals and Advocates: Professional Development for Bilingual Education Teachers
    Kip Téllez & Manka Varghese
  • Promoting Teachers of Culturally and Linguistically Diverse (CLD) Students as Change Agents: A Cultural Approach to Professional Learning
    Guofang Li

Diversity and Equity in Science Education
Winter 2013, Volume 52, Issue 1
Guest Editors: Okhee Lee & Cory A. Buxton

  • Race And Ethnicity: Powerful Cultural Forecasters Of Science Learning And Performance
    Mary M. Atwater, Jennifer Lance, UrLeaka Woodard & Natasha Hillsman Johnson
  • What Works: Using Curriculum and Pedagogy to Increase Girls’ Interest and Participation in Science
    Dale Baker
  • Becoming an Insider: Teaching Science in Urban Settings
    Angela Calabrese Barton & Christina Berchini
  • Rural Science Education: Valuing Local Knowledge
    Leanne M. Avery
  • Integrating Science And English Proficiency For English Language Learners
    Okhee Lee & Cory A. Buxton
  • Teaching Science to Learners With Special Needs
    J. Randy McGinnis
  • Interpreting Research on Parent Involvement and Connecting it to the Science Classroom
    Alberto J. Rodriguez, Tamara Collins-Parks & Jennifer Garza
  • Acknowledging the Religious Beliefs Students Bring Into the Science Classroom: Using the Bounded Nature of Science
    Sherry A. Southerland & Lawrence C. Scharmann
  • Theoretically and Practically Speaking, What is Needed in Diversity and Equity in Science Teaching and Learning?
    Felicia Moore Mensah

Rethinking Language Teaching and Learning in Multilingual Classrooms
Autumn 2012, Volume 51, Number 4
Guest Editor:  Lillian Barro Zecker

  • Translanguaging in Today’s Classrooms:  A Biliterary Lens —Nancy H. Hornberger, and Holly Link
  • Spontaneous Biliteracy:  Examining Latino Students’ Untapped Potential — Maria de la Luz Reyes
  • Success And Challenges In Dual Language Education — Kathryn Lindholm-Leary
  • Dialogic Strategies in Read-Alouds of English-Language Information Books in a Second-Grade Bilingual Classroom —Christine C. Pappas, Maria Varelas, Sofia Kokkino, Li Ye, and Ibett Ortiz
  • That Child Is a Yellow:  New Immigrant Children’s Conceptions of English Language, Literacy, and Learner’s Identities in the NCLB Era – Ana Christina DaSilva Iddings, and Sultan Turkan
  • Supporting Multilingual Learners:  Practical Theory And Theoretical Practices – Katie Van Sluys, and Arthi Rao
  • Assessment of Bilingual/Multilingual Pre-K-Grade 12 Students:  A Critical Discussion of Past, Present, and Future Issues – Virginia Gonzales
  • Some Key Pedagogic Principles for Helping ELLs to Succeed in School – Mari Haneda, and Gordon Wells
  • Culture, Literacy, and Power in Family—Community-School-Relationships – Concha Delgado-Gaitan
  • Literacy Engagement Through Online and Offline Communities Outside School:  English Language Learners’ Development as Readers and Writers – Guofang Li

Education in and Through Music
Summer 2012, Volume 51, Number 3
Guest Editors:  Cathy L. Benedict, and Patrick K. Schmidt

  • The Moral Ends of Band — Randall Everett Allsup
  • Critical and Transformative Literacies:  Music and General Education — Cathy Benedict
  • Avoiding the “P” Word:  Political Contexts and Multicultural Music Education — Deborah Bradley
  • One-to-One Encounters:  Facilitators, Participants, and Friendship — Lee Higgins
  • Technology and Students’ Musicking:  Enhancing the Learning Experience – Don Lebler
  • Moving Responses:  Communication and Difference in Performative Pedagogies – Elizabeth Gould
  • Basil Bernstein’s Theory of the Pedagogic Device and Formal Music Schooling:  Putting the Theory Into Practice – Ruth Wright, and Hildegard Froehlich
  • Rethinking Creative Teaching and Teaching as Research:  Mapping the Critical Phases That Mark Times of Change and Choosing as Learners and Teachers of Music – Pamela Burnard
  • Critical Leadership and Music Educational Practice – Patrick K. Schmidt

Qualitative Research in the 21st Century
Spring 2012, Volume 51, Number 2
Guest Editors:  Margaret W. Sallee, and Rebecca D. Cox

  • Lessons From a Postcritical Ethnography, Burundian Children With Refugee Status, and Their Teachers — Allison Anders
  • Activity Theory and Qualitative Research in Digital Domains —Cecile Sam
  • In Pursuit of Reciprocity:  Researchers, Teachers, and School Reformers Engaged in Collaborative Analysis of Video Records —Marnie W. Curry
  • Studying Young People’s New Media Use:  Methodological Shifts and Educational Innovations — C. J. Pascoe
  • When a Teacher Becomes a Researcher:  Using Self-Narrative to Define One’s Role as Participant Observer – Brianna L. Kennedy-Lewis
  • Under Construction:  How Narrative Elements Shape Qualitative Research – Karri Holley, and Julia Colyar
  • Qualitative Teacher Research and the Complexity of Classroom Contexts – Mary Klehr
  • Teaching Qualitative Research to Practitioner-Researchers –Rebecca D. Cox
  • Using Qualitative Research to Bridge Research, Policy, and Practice – Margaret W. Sallee, and Julee T. Flood

The Future of Critical Literacies in U.S. Schools
Winter 2012, Volume 51, Number 1
Guest Editors:  JuliAnna Avila, and Jessica Zacher Pandya

  • Critical Literacy:  Foundational Notes — Allan Luke
  • Where Poems Hide:  Finding Reflective, Critical Spaces Inside Writing Workshop — Amy Seely Flint, and Tasha Tropp Laman
  • Mandating and Standardizing the Teaching of Critical Literacy Skills:  A Cautionary Tale — Jessica Zacher Pandya
  • Critical Literacy, Digital Literacies, and Common Core State Standards:  A Workable Union? — JuliAnna Avila, and Michael Moore
  • Seeing and Hearing Students’ Lived and Embodied Critical Literacy Practices – Elisabeth Johnson, and Lalitha Vasudevan
  • “Why Do You Say Yes to Pedro, but No to Me?”  Toward a Critical Literacy of Dialogic Engagement – Maren Aukerman
  • The Role of Educational Institutions in the Development of Critical Literacy and Transformative Action – Laura Ruth Johnson, and Enid Marie Rosario-Ramos
  • Preparing for Power in Elite Boarding Schools and in Working-Class Schools – Patrick J. Finn

Engaging Students in Learning
Autumn 2011, Volume 50, Number 4
Guest Editors:  Julianne C. Turner, Debra K. Meyer & Helen Patrick

  • Enabling Enriched, Empowered Education:  Insights From Jere Brophy’s Legacy — Beverly S. Faircloth and Samuel D. Miller
  • Reading Picture Books and Learning Science:  Engaging Young Children With Informational Text — Panayota Mantzicopoulos and Helen Patrick
  • Engaging Culturally and Linguistically Diverse Students in Learning Science — Ohkee Lee-Salwen and Cory Buxton
  • Helping Students Develop an Appreciation for School Content —Kevin J. Pugh and Michael M. Phillips
  • Engaging First Graders to Participate as Students of Mathematics – Michael Perry, Marc McConney, Lucia M. Flevares, Leigh A. Mingle, and Jill V. Hamm
  • Learning for a Reason:  Supporting Forms of Engagement by Designing Tasks and Orchestrating Environments – Melissa Gresalfi and Sasha Barab
  • Making Social Studies Social:  Engaging Students Through Different Forms of Social Perspective Taking – Hunter Gehlbach
  • The Role of Educational Systems in the Link Between Formative Assessment and Motivation – Susan Bobbitt Nolen
  • Engagement in School and Out-of-School Contexts:  A Multidimensional View of Engagement – Jennifer A. Fredricks

Young Adult Literature Research in the 21st Century
Summer 2011, Volume 50, Number 3
Guest Editors:  Judith A. Hayne, Jeffrey S. Kaplan, and Amanda Nolen

  • Preparing Teachers to Teach Adolescent Literature in the 21st Century — Marshall A. George
  • Graphic Novels, Web Comics, and Creator Blogs:  Examining Product and Process — James Bucky Carter
  • Young Adult Literature and Professional Development —Jacqueline Bach, Laura Hensley Choate, and Bruce Parker
  • Using Young Adult Literature Featuring LGBTQ Adolescents With Intellectual and/or Physical Disabilities to Strengthen Classroom Inclusion — Lisa A. Hazlett, Kevin J. Reins, and William J. Sweeney
  • Multiple Selves and Multiple Sites of Influence:  Perceptions of Young Adult Literature in the Classroom – Angela Beumer Johnson
  • Connecting With Texts:  Teacher Candidates Reading Young Adult Literature – Kelly Byrne Bull
  • Promoting the Comprehension of Teachers and Students Using Young Adult Literature – Shannon C. Henderson and Connie Buckist
  • Young Adult Literature and Alternative Assessment Measures –Melissa Comer
  • Moving Beyond Readability:  Considering Choice, Motivation and Learner Engagement – Pauline F. Moley, Patricia E. Bandré, and John E. George

New and Critical Perspectives on Reading Comprehension and Strategy Instruction
Spring 2011, Volume 50, Number 2
Guest Editors: Lara J. Handsfield and Robert T. Jiménez

  • Reconnecting Strategy Instruction With Its Theoretical Roots — Annemarie Sullivan Palincsar and Kristine M. Schutz
  • Comprehension for What? Preparing Students for Their Meaningful Future — Mark W. Conley and Antoinette Wise
  • Internalization and Participation as Metaphors of Strategic Reading Development — Dennis S. Davis
  • Talking About Reading as Thinking: Modeling the Hidden Complexities of Online Reading Comprehension — Julie Coiro
  • Comprehension Strategy Instruction for Multimodal Texts in Science — Donna E. Alvermann and Amy Alexandra Wilson
  • Disruptive Comprehension Instruction: Deconstructing, Resituating, and Rewriting Texts — Lara J. Handsfield
  • Literary, Capital, and Education: A View From Immigrant Youth — Lisa Patel Stevens
  • A Sociocultural Perspective on Second Language Learner Strategies: Focus on the Impact of Social Context — Eun-Young Jang and Robert T. Jiménez
  • Socio-Constructivist and Political Views on Teachers’ Implementation of Two Types of Reading Comprehension Approaches in Low-Income Schools — Georgia Earnest Garcia, P. David Pearson, Barbara M. Taylor, Eurydice B. Bauer, and Katherine A. D. Stahl
  • Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools — Allan Luke, Annette Woods, and Karen Dooley

Current Perspectives on Learning Disabilities and ADHD
Winter 2011, Volume 50, Number 1
Guest Editors: Linda H. Mason and Robert Reid

  • Response to Intervention: A Research-Based Summary — Charles A. Hughes and Douglas D. Dexter
  • Meeting the Needs of Students With Learning Disabilities in Inclusive Mathematics Classrooms: The Role of Schema-Based Instruction on Mathematical Problem-Solving — Asha K. Jitendra and Jon R. Star
  • Self-Regulated Strategy Development for Students With Writing Difficulties — Linda H. Mason, Karen R. Harris, and Steve Graham
  • The First “R”: Evidence-Based Reading Instruction for Students With Learning Disabilities — Kristen D. Ritchey
  • ADHD in the Classroom: Effective Intervention Strategies — George J. DuPaul, Lisa L. Weyandt, and Grace M. Janusis
  • Promoting Family and School Success for Children With ADHD: Strengthening Relationships While Building Skills — Jennifer A. Mautone, Elizabeth K. Lefler, and Thomas J. Power
  • Medication Treatment for Attention Deficit Hyperactivity Disorder — Joseph B. Ryan, Antonis Katsiyannis, and Elizabeth M. Hughes
  • Overcoming Executive Function Deficits With Students With ADHD — Joseph Johnson and Robert Reid
  • Working Memory Weaknesses in Students With ADHD: Implications for Instruction — Rhonda Martinussen and Ashley Major

Response to Intervention: Critical Issues
Autumn 2010, Volume 49, Number 4
Guest Editors: Janette Klingner and Michael J. Orosco

  • Back to the Future: A Critique of Response to Intervention’s Social Justice Views — Alfredo J. Artiles, Aydin Bal, and Kathleen A. King Thorius
  • Systemic Change for RTI: Key Shifts for Practice — Elizabeth B. Kozleski and Jennifer J. Huber
  • A Sociocultural Examination of Response to Intervention With Latino English Language Learners — Michael J. Orosco
  • Challenges of General Outcomes Measurement in the RTI Progress Monitoring of Linguistically Diverse Exceptional Learners — Manuel Barrera and Kristin Kline Liu
  • Use of Classification Agreement Analyses to Evaluate RTI Implementation — Amanda VanDerHeyden
  • Special Education Eligibility Decision Making in Response to Intervention Models — John J. Hoover
  • Poor Responders in RTI — Rollanda E. O’Connor and Janette Klingner
  • Tier 3 Interventions for Students With Significant Reading Problems — Jeanne Wanzek and Sharon Vaughn
  • Using the Content Literacy Continuum as a Framework for Implementing RTI in Secondary Schools — Barbara J. Ehren, Donald D. Deshler, and Patricia Sampson Graner
  • Strength-Based RTI: Conceptualizing a Multi-Tiered System for Developing Gifted Potential — Margarita Bianco

Accomplished Teaching as a Professional Resource
Summer 2010, Volume 49, Number 3
Guest Editors: Mary E. Dilworth and Michael S. Knapp

  • Teaching Excellence for All Our Students — Sabrina Hope King and Audra Watson
  • Accomplished Urban Teaching — Jorgelina Abbate-Vaughn, Olga Frechon, and Brian L. Wright
  • Constructing a Clear Path to Accomplished Teaching — Jill Harrison Berg
  • Assessing Accomplished Teaching: Good Strides, Great Challenges — Antony D. Norman
  • Design and Implementation Considerations for Alternative Teacher Compensation Programs — Andrew Brodsky, Dale DeCesare, and Jennifer Kramer-Wine
  • Possibilities and Potential for Improving Instructional Leadership: Examining the Views of National Board Teachers — Hilary Loeb, Ana M. Elfers, and Margaret L. Plecki
  • Supporting and Rewarding Accomplished Teaching: Insights From Austin, Texas — David F. Lussier and Pascal D. Forgione, Jr.

Integrating English Language Learners in Content Classes
Spring 2010, Volume 49, Number 2
Guest Editors: Keiko Samimy, Karen L. Newman, and Kathleen Romstedt

  • Cooperation Between Science Teachers and ESL Teachers: A Register Perspective — Tammy Slater and Bernard Mohan
  • Content-Focused Classrooms and Learning English: How Teachers Collaborate — Angela Creese
  • Increasing ELL Parental Involvement in Our Schools: Learning From the Parents — Suzanne Panferov
  • Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculum — Shernaz B. Garcia and Brenda-Jean Tyler
  • NCLB and English Language Learners: Challenges and Consequences — Kate Menken
  • Alignment of Standards, Assessment and Instruction: Implications for English Language Learners in Ohio — Abdinur Mohamud and Dan Fleck
  • Becoming a Content-ESL Teacher: A Dialogic Journey of a Science Teacher and Teacher Educator — Lori C. Welsh and Karen L. Newman
  • Creating Inclusive Learning Communities for ELL Students: Transforming School Principals’ Perspectives — Katie Brooks, Susan R. Adams, and Trish Morita-Mullaney
  • Developing a Training Program for Secondary Teachers of English Language Learners in Ohio — Karen L. Newman, Keiko Samimy, and Kathleen Romstedt

Observation, Documentation, and Reflection to Create a Culture of Inquiry
Winter 2010, Volume 49, Number 1
Guest Editors: Stephanie Cox Suárez and Lisa Fiore

  • Reflections on Documentation: A Discussion with Thought Leaders from Reggio Emilia — Terri Turner and Daniel Wilson
  • Shifting the Culture of Higher Education: Influences on Students, Teachers, and Pedagogy — Lisa Fiore and Barbara Rosenquest
  • Show Me Again What I Can Do: Documentation and Self-Determination for Students with Social Challenges — Stephanie Cox Suárez
  • Documentation and Accountability: The Shift from Numbers to Indexed Narratives — George Forman
  • Changing School Culture: Using Documentation to Support Collaborative Inquiry — Heidi Given, Lisa Kuh, Debbie LeeKeenan, Ben Mardell, Susan Redditt, and Susan Twombly
  • From Display to Documentation to Discourse: The Challenge of Documentation in a High School — Joan Soble and Jennifer Hogue
  • Documentation in the Visual Arts: Embedding a Common Language from Research — Lois Hetland, Sharron Cajolet, and Louise Music
  • Accountability in Three Realms: Making Learning Visible In and Outside the Classroom — Mara Krechevsky, Melissa Rivard, and Frederick Burton
  • Documentation and Democratic Education — Linda Darling-Hammond and Beverly Falk

The Policies of Immigrant Education: Multinational Perspectives
Autumn 2009, Volume 48, Number 4
Guest Editors: Eliane Rubinstein-Avila and Norma Gonzalez

  • The Education of Immigrant Youth: Some Lessons from the U.S. and Spain — Margaret A. Gibson and Silvia Carrasco
  • Policy and Practice in Madrid Multilingual Schools — Ana Maria Relano Pastor
  • Building on Young People’s Linguistic and Cultural Continuity: Complementary Schools in the United Kingdom — Angela Creese
  • Becoming Citizens in an Era of Globalization and Transnational Migration: Re-imagining Citizenship as Critical Practice — Thea Renda Abu El-Haj
  • Preschool Latino Immigrant Children: Using Spanish as a Learning Resource — Lucinda Soltero-Gonzalez
  • South Asian Parents’ Aspirations vs. Teachers’ Expectations in the UK — Gill Crozier
  • The Impact of English-Only Legislation on Teacher Professional Development: Shifting Perspectives in Arizona — Suzanne Kaplan and Alisa Leckie
  • Bridging Home and School Literacy Practices: Empowering Families of Recent Immigrant Children — Ana Christina DaSilva Iddings
  • Latino Immigrant Students in Southern Schools: What We Know and What We Still Need to Learn — Amanda K. Sox

Urban Students’ Perspectives on School, Teachers, Pedagogy, and Curricula
Summer 2009, Volume 48, Number 3
Guest Editors: Kristien Zenkov and Elizabeth Dutro

  • Seeing the Pedagogies, Practices, and Programs Urban Students Want — Kristien Zenkov
  • “I Am Not Afraid to Listen”: Prospective Teachers Learning from Students — Alison Cook-Sather
  • SAT Bronx: A Collaborative Inquiry into the Insider Knowledge of Urban Youth — Kathleen Cushman
  • Students’ Reactions to a “No Failure” Grading System and How They Informed Teacher Practice — Dick Corbett and Bruce Wilson
  • Student Narratives on Relationship, Learning, and Change in Comprehensives Turned “Small” — Jennifer Ayala and Anne Galletta
  • Student Voices: Generating Reform From the Inside Out — Susan Yonezawa and Makeba Jones
  • “It’s the worst place to live”: Urban Youth and the Challenge of School-Based Civic Learning — Beth C. Rubin, Brian Hayes, and Keith Benson
  • Voices of Queer Youth in Urban Schools: Possibilities and Limitations — Mollie V. Blackburn and Lance T. McCready
  • Children’s Testimony and the Necessity of Critical Witness in Urban Classrooms — Elizabeth Dutro

A Person-Centered Approach to Classroom Management
Spring 2009, Volume 48, Number 2
Guest Editor: Joan M.T. Walker

  • Dimensions of Person-Centered Classroom Management — H. Jerome Freiberg and Stacey M. Lamb
  • “Tolerating” Adolescent Needs: Moving Beyond Zero Tolerance Policies in High School — Anne Gregory and Dewey Cornell
  • Beyond Content: How Teachers Manage Classrooms to Facilitate Intellectual Engagement for Disengaged Students — Deborah L. Schussler
  • Authoritative Classroom Management: How Control and Nurturance Work Together — Joan M.T. Walker
  • Teachers’ Emotion Regulation and Classroom Management — Rosemary E. Sutton, Renee Mudrey-Camino, and Catharine C. Knight
  • Studio Based Learning: Proposing, Critiquing, Iterating Our Way to Person-Centeredness for Better Classroom Management — Kay Brocato
  • “I Will Never Teach the Old Way Again”: Classroom Management and External Incentives — Cynthia E. Mader
  • Situated Practice: A Reflection on Person-Centered Classroom Management — Walter Doyle

Classroom Assessment
Winter 2009, Volume 48, Number 1
Guest Editor: Heidi Andrade

  • Assessment Literacy for Teachers: Faddish or Fundamental? — W. James Popham
  • Promoting Learning and Achievement Through Self-Assessment — Heidi Andrade and Anna Valtcheva
  • Peer Assessment — Keith J. Topping
  • Classroom Assessment And Grading To Assure Mastery — James P. Lalley and J. Ronald Gentile
  • Exhibitions: Connecting Classroom Assessment With Culminating Demonstrations of Mastery —
  • Jill Davidson
  • A New Formative Assessment Technology for Reading and Writing — Thomas K. Landauer, Karen E. Lochbaum, and Scott Dooley
  • Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs — Thomas R. Guskey and Lee Ann Jung
  • Reliability and Validity of Information About Student Achievement: Comparing Large-Scale and Classroom Testing Contexts — Gregory J. Cizek
  • Supporting Classroom Assessment Practice: Lessons From a Small High School — David Allen, Suzanna Ort, and Joseph Schmidt
  • Kairos and Informative Assessment: Rethinking the Formative/Summative Distinction in Nebraska — Chris W. Gallagher

Collaborative Learning Communities in Schools
Autumn 2008, Volume 47, Number 4
Guest Editors: Carol A. Mullen

  • The Principal’s Role In Fostering Collaborative Learning Communities Through Faculty Study Group Development — Carol A. Mullen and Janice L. Hutinger
  • Building Professional Learning Communities Within a University/Public School Partnership — Robert V. Bullough, Jr. and Steven C. Baugh
  • Mutual Support between Learning Community Development and Technology Integration: Impact on School Practices and Student Achievement — Leslie Ann Williams, Linda Cole Atkinson, Jean McGregor Cate, and Mary John O’Hair
  • Creating Professional Learning Communities: The Work of Professional Development Schools — Gini Doolittle, Maria Sudeck, and Peter Rattigan
  • Creating Democratic Learning Communities: Transformative Work as Spatial Practice — Patrick M. Jenlink and Karen Embry Jenlink
  • Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership — Sandra Harris, Hollis Lowery-Moore, and Vicky Farrow
  • The Evolving Roles of Faculty Learning Communities: A University/High School Literacy Partnership — Tamara L. Jetton, Mary Beth Cancienne, and Brenda Greever
  • The National Writing Project: Creating a Professional Learning Community that Supports the Teaching of Writing — Jeffrey S. Kaplan
  • Forming Collaborative Partnerships on a Statewide Level to Develop Quality School Leaders — Leonard R. Goduto, Gini Doolittle, and Donald Leake
  • Maintaining America’s Egalitarian Edge in the 21st Century: Unifying K-12 and Postsecondary Education for the Success of All Students — John R. Hoyle and Timothy M. Kutka

New Media and Education in the 21st Century
Summer 2008, Volume 47, Number 3
Guest Editors: Guofang Wan and Dianne M. Gut

  • Media Use by Chinese and U. S. Secondary Students: Implications for Media Literacy Education — Guofang Wan and Dianne M. Gut
  • College Students’ Technology Arc: A Model for Understanding Progress BibliographyArthur M. Langer and L. Lee Knefelkamp
  • Digital Cheating and Plagiarism in Schools — Hongyan Jane Ma, Guofang Wan, and Eric Yong Lu
  • Technology and Reform-based Science Education — Danielle E. Dani and Kathy Koenig
  • Ensuring Equal Access to Technology: Providing Assistive Technology for Students with Disabilities — Hwa Lee and Rosalyn Templeton
  • Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom WebSiteBernard R. Robin
  • Video Games In Education: Why They Should Be Used and How They Are Being Used — Leonard A. Annetta
  • Designing Centers of Expertise for Academic Learning Through Video Games — Kurt D. Squire, Ben DeVane, and Shree Durga
  • What Differences Technology Makes for A High School Career Center — Kathleen Haskell and Thomas Owen Haskell
  • Creating a Ripple Effect: Incorporating Multimedia-Assisted, Project-Based Learning in Teacher Education — Kay Kyeongju Seo, Rosalyn Templeton, and Debra Pellegrino

Digital Literacies in the Age of Sight and Sound
Spring 2008, Volume 47, Number 2
Guest Editors: Susan Metros and Kristina Woolsey

  • ‘Convince me!’ Valuing Multimodal Literacies and Composing Public Service Announcements –
  • Digital Visual Literacy — Anne Morgan Spalter and Andries van Dam
  • The Educator’s Role in Preparing Visually Literate Learners — (Online Resources) Susan E. Metros
  • Flipping the Field Trip: Bringing the Art Museum to the Classroom — Kris Wetterlund
  • Visual Intelligence: Using the Deep Patterns of Visual Language to Build Cognitive Skills — David Sibbet
  • Child’s Play — Kristina Woolsey and Matthew Woolsey
  • Supporting Dialogic Literacy through Mashing and Modding of Places and Spaces — John G. Hedberg and Ole C. Brudvik
  • Web 2.0 and Emergent Multi-literacies — Bryan Alexander
  • Virtual Worlds: Inherently Immersive, Highly Social Learning Spaces — Laurence F. Johnson and Alan H. Levine

Immigrant Families and U.S. Schools
Winter 2008, Volume 47, Number 1
Guest Editor: Bic Ngo

  • Beyond a ‘Culture Clash’ Understanding of Immigrant Experiences — Bic Ngo
  • Listening to Hyphenated Americans: Hybrid Identities of Youth From Immigrant Families — Nina Asher
  • Demographic Data and Immigrant Student Achievement — Lesa M. Clarkson
  • Somali Adolescents’ Negotiation of Religious and Racial Bias In and Out of School — Martha Bigelow
  • Socialization and Identity Transformation of Black Immigrant Youth in the US — Xue Lan Rong and Paul Fitchett
  • Antiracist Pedagogy and Empowerment in a Bilingual Classroom in the US, circa 2006 — Nancy Lopez
  • ‘Family is Here’: Learning in Community-Based After-School Programs — Stacey J. Lee and Margaret R. Hawkins
  • Living ‘Glocally’ with Literacy Success in the Midwest — Loukia K. Sarroub
  • Notes on Immigration, Youth, and Ethnographic Silence — Cindy Cruz

Research in the Service of Practice
Autumn 2007, Volume 46, Number 4
Guest Editor: Judi Randi

  • One Size Doesn’t Fit All: Reopening Discussion of the Research-Practice Connection — Frances Schoonmaker
  • A View of Research from Practice: Voices of Teachers — Debra Miretzky
  • Professional Learning Communities: Teachers, Knowledge, and Knowing — Diane R. Wood
  • Promoting Research-Based Practices Through Inclusion? — Victoria Volonino and Naomi Zigmond
  • The Research-Practice Divide in Beginning Reading — Louise Spear-Swerling
  • When Theories Don’t Add Up: Disentangling the Manipulatives Debate — Nicole M. McNeil and Linda Jarvin
  • Why Closing the Research-Practice Gap is Critical to Closing Student Achievement Gaps — Laura A. Cooper
  • Using Research to Inform the Practice of Teachers, Schools, and School Reform Organizations — Jacqueline Ancess, Elisabeth Barnett, and David Allen
  • Theory into Practice: A Matter of Transfer — Judi Randi and Lyn Corno

Urban Education
Summer 2007, Volume 46, Number 3
Guest Editor: Beverly E. Cross

  • Who Benefits from Failing Urban Schools? An Essay — Martin Haberman
  • Reframing Urban Education Discourse: A Conversation with and for Teacher Educators — Wanda J. Blanchett, Joan Wynne
  • Outside In: Communities In Action For Education Reform — Kavitha Mediratta
  • How Listening to Students Can Help Schools to Improve — Pedro A. Noguera
  • Taking Off the Cape: The Stories of Novice Urban Leadership — Lynda Tredway, Fred Brill, Janette Hernandez
  • Cultural Autobiographies and Oral Histories — Gina Barclay-McLaughlin, Cheryl Kershaw, Dewey Roberts
  • Investigating the Relationship between Black Racial Identity and Academic Achievement in Urban Settings — Brian E. Harper
  • African American Males in Urban Schools: No Excuses-Teach and Empower — H. Richard Milner
  • Urban School Achievement Gap as a Metaphor To Conceal U.S. Apartheid Education — Beverly E. Cross

Adolescent Mental Health
Spring 2007, Volume 46, Number 2
Guest Editors: Cynthia Hudley and Laura Romo

  • Promoting Positive Youth Development In Schools — Brendan J. Gomez and Patricia Mei-Mei Ang
  • The Importance Of Teacher-Student Relationships For Adolescents With High-Incidence Disabilities — Christopher Murray and Robert Pianta
  • Adolescents’ Moral Engagement in Urban Settings — Theresa A. Thorkildsen
  • Environmental Influences, the Developing Brain, and Aggressive Behavior — Cynthia Hudley and Andrei Novac
  • School Connectedness, Mental Health and Well-Being of Adolescent Mothers — Laura Romo and Erum Nadeem
  • Peer Victimization and Mental Health During Early Adolescence — Sandra Graham and Amy D. Bellmore
  • Ethnic and Racial Identity and Adolescent Well-Being — W. David Wakefield and Cynthia Hudley
  • Young Women, Sports, and Science — Sandra L. Hanson
  • Promoting Student Resilience in School Contexts — Gale M. Morrison and Megan Redding Allen

Reggio Emilia
Winter 2007 — Volume 46, Number 1
Guest Editor: Teresa Strong-Wilson

  • Reggio Emila as Cultural Activity — Rebecca New
  • Play in Other Languages — Susan Fraser
  • Including the Child with Special Needs: Learning from Reggio Emilia — Sheryl Gilman
  • Using Technology in Reggio Emilia Inspired Programs — Linda Mitchell
  • Children and Place: Reggio Emilia’s Environment as Third Teacher — Teresa Strong-Wilson and Julia Ellis
  • Linking Past to Present to Create an Image of the Child — Eileen Hughes
  • Exploring Learning with Teachers and Children: An Administrator’s Perspective — Karen Haigh
  • The Construction Site Project: Transforming Early Childhood Teacher Practice — Kathryn McNaughton and Caroline Krentz
  • The Development of an Early Childhood Research Collaborative — Jeanne Goldhaber
  • Progettazione and Documentation as Sociocultural Activities: Changing Communities of Practice — Mary Jane Moran, Lisa Desrochers, and Nicole M. Cavicchi

Multiple Literacies: Literacies Of And For a Diverse Society
Autumn 2006, Volume 45, Number 4
Guest Editors: David Bloome and Peter V. Paul

  • Looking Out Across Columbus: What We Mean By ‘Multiple Literacies’ — David Bloome and Patricia Enciso
  • Literate Thought and Multiple Literacies — Peter V. Paul and Ye Wang
  • Universal Design and Multiple Literacies: Creating Access and Ownership for Students with Disabilities — Martha G. Michael and Beverly J. Trezek
  • Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School — Joanne Larson
  • Multiple Literacies and Middle School Students — Tonya Perry
  • Becoming Literate In A Second Language: Connecting Home, Community, And School Literacy Practices — Mari Haneda
  • ‘You gotta reach ’em’: An African American Teacher’s Multiple Literacies Approach — Cynthia Williams
  • ‘She would’ve still made that face expression:’ The Use of Multiple Literacies by Two African American Young Women — Stephanie Power Carter
  • Examining Literate Lives as Students Engage with Multiple Literacies — Robert J. Tierney, Ernest Bond, and Jane Bresler
  • The ‘Academic Literacies’ Model: Theory And Applications –Mary R. Lea and Brian V. Street
  • Multiple Literacies, New Literacies, and Teacher Education — Gina Cervetti, James Damico, and P. David Pearson

Inclusive Schooling Practices: From Why to How
Summer 2006, Volume 45, Number 3
Guest Editor: Douglas Fisher

  • The Role of 1:1 Individual Instruction in Reading — Nancy Frey
  • Modifying Schoolwork in Inclusive Classrooms — Rachel E. Janney and Martha E. Snell
  • Peer Supports and Inclusive Education: An Underutilized Resource — Rebecca Bond and Elizabeth Castagnera
  • Teachers as Executives — Nancy K. French and Ritu V. Chopra
  • The Many Faces of Collaborative Planning and Teaching — Jacqueline S. Thousand, Richard A. Villa, and Ann I. Nevin
  • Assessment of Progress in the General Curriculum for Students with Disabilities — Diane M. Browder, Shawnee Y. Wakeman, and Claudia Flowers
  • Inclusion as Social Justice — Alfredo J. Artiles, Nancy Murri, and Dalia Rostenberg
  • Comprehensive School Reform and Inclusive Schools — James McLeskey and Nancy L. Waldron
  • Promoting Systemic, Statewide Inclusion from the Bottom-Up — Virginia Roach and Christine Salisbury

Learning, Teaching, Leading: A Global Perspective
Spring 2006, Volume 45, Number 2

  • Organizational Learning in Schools and School Systems: Improving Learning, Teaching, and Leading — Vivienne Collinson, Tanya Fedoruk Cook, and Sharon Conley
  • Whole School Learning Reform: Effective Strategies From Thai Schools — Tisana Khemmani
  • Shared Leadership for Teacher and Student Learning — Susan M. Printy and Helen M. Marks
  • Leading Educators’ Re-Learning in a Post-Soviet Country — Irena Zogla
  • [A]broad Teacher Education — Lorraine Ling, Eva Burman, Maxine Cooper, and Peter Ling
  • The Impact of an Online Learning Program on Teaching and Learning Strategies — Kay Livingston and Rae Condie
  • ‘The Road Less Traveled’: Professional Communities in Secondary Schools — Christopher Bezzina
  • Induction: A Collective Endeavor of Learning, Teaching, and Leading — Maureen Killeavy
  • A Leader’s Experiences of Intercultural Education in an Elementary School: Changes and Challenges — Sigrún Adalbjarnardottir and Eyrún M. Runarsdottir
  • Leading for Learning: Reflective Management in EFL Schools — Suleyman Davut Goker
  • Reflection: The Larger Context — Victor Ordonez

Detracking and Heterogeneous Grouping
Winter 2006, Volume 45, Number 1
Guest Editor: Beth Rubin

  • Tracking and Detracking: Debates, Evidence, and Best Practices — Beth C. Rubin
  • Students’ Perspectives on Tracking and Detracking — Susan Yonezawa and Makeba Jones
  • ‘Some People Think This School is Tracked and Some People Don’t’: Using Inquiry Groups to Unpack Teachers’ Perspective on Detracking — Maika Watanabe
  • Teaching Teachers to Build Equitable Classrooms — Rachel Lotan
  • How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievemen — Jo Boaler
  • Intellectual Role Taking: Supporting Discussion in Heterogeneous Elementary Science Classes — Leslie Rupert Herrenkohl
  • Detracked Ninth-Grade English: Apprenticeship for the Work and World of High School and Beyond — Joan Kernan Cone
  • Detracking in the Social Studies: A Path to a More Democratic Education? — Nora E. Hyland
  • Lessons Learned From Detracked Mathematics Departments — Ilana Seidel Horn
  • Whole-School Detracking: A Strategy for Equity and Excellence — Doris Alvarez and Hugh Mehan
  • Alternative Approaches to the Politics of Detracking — Kevin Welner and Carol Corbett Burris

Peace Education
Autumn 2005, Volume 44, Number 4
Guest Editors: David Johnson and Roger Johnson

  • Essential Components of Peace Education — David W. Johnson and Roger T. Johnson
  • Lessons to be Learned From Research on Peace Education in the Context of Intractable Conflict — Haggai Kupermintz and Gavriel Salomon
  • From Moral Exclusion to Moral Inclusion: Theory for Teaching Peace — Susan Opotow, Janet C. Gerson, and Sarah Woodside
  • Bringing Peace to the Central City: Forgiveness Education in Milwaukee — Elizabeth A. Gassin, Robert D. Enright, and Jeanette A. Knutson
  • The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools — Jodie Lodge and Erica Frydenberg
  • Conflict, Contact, and Education in Northern Ireland — Ulrike Niens and Ed Cairns
  • Implementing Community Peace and Safety Networks in South Africa — Tricia S. Jones
  • School-Based Peace Building in Sierra Leone — Diane Bretherton, Jane Weston, and Vic Zbar
  • Child Soldiers, Peace Education, and Postconflict Reconstruction for Peace — Michael Wessells

Differentiated Instruction
Summer 2005, Volume 44, Number 3
Guest Editor: Carol Tomlinson

  • A Rationale for Differentiating Instruction in the Regular Classroom — Paul S. George
  • Differentiating Instruction For Disabled Students In Inclusive Classrooms — Alicia A. Broderick, Heeral Mehta-Parekh, and D. Kim Reid
  • Unlocking The Potential Of African American Students: Keys To Reversing Underachievement — Yvette Jackson
  • Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom — Joyce VanTassel-Baska and Tamra Stambaugh
  • Cultural Diversity, Motivation, and Differentiation — Margery B. Ginsberg
  • The Role of Assessment in Differentiation — Tonya R. Moon
  • Differentiated Instruction and Educational Standards: Is Detente Possible? — Jay McTighe and John L. Brown
  • Styles of Thinking as a Basis of Differentiated Instruction — Robert J. Sternberg and Li-fang Zhang
  • Differentiation and High-Stakes Testing: An Oxymoron? — Kay Brimijoin
  • Grading and Differentiation: Paradox or Good Practice — Carol Ann Tomlinson

Gifted Education
Spring 2005, Volume 44, Number 2
Guest Editors: Donna Y. Ford and James L. Moore III

  • Applying Gifted Education Pedagogy to Total Talent Development For All Students — Joseph S. Renzulli
  • Gifted Program and Services: What Are the Non-Negotiables? — Joyce VanTassel-Baska
  • Identifying Gifted Students From Under-Represented Populations — Carolyn M. Callahan
  • Identification Concerns and Promises For Gifted Students of Diverse Populations — Alexinia Y. Baldwin
  • Identification and Assessment of Gifted Students With Learning Disabilities — Lilia M. Ruban and Sally M. Reis
  • Integrating Multicultural and Gifted Education: A Curricular Framework — Donna Y. Ford, James L. Moore III, and Deborah A. Harmon
  • Parent Advocacy for Culturally Diverse Gifted Students — Tarek C. Grantham, Mary M. Frasier, Angie C. Roberts, and Eric M. Bridges
  • Services and Programs For Academically Talented Students With Learning Disabilities — Sally M. Reis and Lilia M. Ruban
  • Quality Curriculum and Instruction For Highly Able Students — Carol Ann Tomlinson
  • Underachievement Among Gifted Students of Color: Implications for Educators — James L. Moore III, Donna Y. Ford, and H. Richard Milner

Closing Achievement Gaps: What Will It Take?
Winter 2005, Volume 44, Number 1
Guest Editors: Cynthia L. Uline and Joseph F. Johnson, Jr.

  • Where Standards Come From — Phyllis McClure
  • Using Student-Involved Classroom Assessment to Close Achievement Gaps — Rick Stiggins and Jan Chappuis
  • Are “Other People’s Children” Constructivist Learners Too? — Francis Bailey and Ken Pransky
  • Merging Social Justice and Accountability: Educating Qualified and Effective Teachers — Mary S. Poplin and John Rivera
  • Professional Development and Closing the Achievement Gap — Stephanie Hirsh
  • Preparing Educational Leaders to Close Achievement Gaps — Joseph F. Johnson, Jr. and Cynthia L. Uline
  • Leaders as Policy Mediators: The Reconceptialization of Accountability — Andrea K. Rorrer and Linda Skrla
  • Providing Technical Assistance to Improve Student Performance: Insights From the Collaborative Inquiry Project — Juanita Garcia and Robert Donmoye