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Submissions from 2022

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The Liminality of Multinational Muslim MotherScholaring during COVID-19: A Feminist Collaborative Autoethnography, Katharina A. Azim and Wesam M. Salem

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Storying into Resistance: The Use of Purposeful Placement Stories, Keishana Barnes

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The Inherent Racism of (Gifted) Education, Keishana L. Barnes

Assistive Technology/Augmentative & Alternative Communication Implementation: School to Home during COVID-19, Jennifer Courduff, Heekap Lee, Amanda Rockinson-Szapkiw, and Jessica Herring Watson

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Stimulus Equivalence Using a Respondent Matching-to-Sample Procedure with Verification Trials, Diana Delgado and Alejandra Rodríguez

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From Singular Design to Differentiation: A History of Adaptive Systems, Jessica Gatewood, Andrew Tawfik, and Jaclyn J. Gish-Lieberman

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Promoting Self-Efficacy, Mentoring Competencies, and Persistence in STEM: A Case Study Evaluating Racial and Ethnic Minority Women's Learning Experiences in a Virtual STEM Peer Mentor Training, Amanda J. Rockinson-Szapkiw, Kathryn Sharpe, and Jillian Wendt

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Toward a Definition of Learning Experience Design, Andrew A. Tawfik, Jessica Gatewood, Jaclyn J. Gish-Lieberman, and Andrew J. Hampton

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When I Think of Home: Black Families Supporting Their Children During the COVID-19 Pandemic, Brian L. Wright, Beverly E. Cross, Donna Y. Ford, and Cynthia Tyson

Submissions from 2021

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A call to "do justice": A CRT analysis of urban teacher preparation, Celia Rousseau Anderson and Beverly E. Cross

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Smartphone use in outdoor education: a question of activity progression and place, D. U. Bolliger, D. McCoy, T. Kilty, and C. E. Shepherd

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Early childhood intervention specialist, Laura Casey, Nicole E. Boivin, and Judah B. Axe

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“Courage to take on the bull”: Cultural citizenship in fifth-grade social studies, Anna Falkner and Katherina A. Payne

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Infusing culture and equity in gifted education for students of color: Three frameworks, Donna Y. Ford, Brain L. Wright, Tarek C. Grantham, and James L. Moore

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Lance and Other Gifted and Talented Students of Color Matter: Five Models and Theories to Guide Early Childhood Educators in Advancing Equity, Donna Y. Ford, Brian L. Wright, and Cynthia A. Tyson

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Micro-Credentials and Badges in Education: a Historical Overview, Jaclyn J. Gish-Lieberman, Andrew Tawfik, and Jessica Gatewood

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Social Justice and Inclusive Higher Education from a Systems Perspective, Mary Jo Harmon, William Hunter, Patrick Krolik, Maurice Williams, Greg Edgin, and Crisann Schiro-Geist

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Different approaches to collaborative problem solving between successful versus less successful problem solvers: Tracking changes of knowledge structure, Kyung Kim and Andrew A. Tawfik

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Applying Standards of Effectiveness to Noncontingent Reinforcement: A Systematic Literature Review, James N. Meindl, Jonathan W. Ivy, Kathryn R. Glodowski, and Komal Noordin

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Using Guided Practice for Students With EBD Within Explicit Instruction, Jared R. Morris, Douglas D. Dexter, and William Hunter

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A case for a virtual STEM peer-mentoring experience for racial and ethnic minority women mentees, Amanda Rockinson-Szapkiw, Jessica Herring Watson, Jackie Gishbaugher, and Jillian L. Wendt

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The benefits and challenges of a blended peer mentoring program for women peer mentors in science, technology, engineering and mathematics (STEM), Amanda Rockinson-Szapkiw and Jillian L. Wendt

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Moving the Needle: (Re)Imagining Antiracist Education for Our Children, Wesam M. Salem and Gina E. Tillis

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A high-impact practice for online students: the use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy, Jacqueline S. Stephen and Amanda J. Rockinson-Szapkiw

ENGAGE Smart Desk: An API Capable Data Collection and Analysis System for Classroom Behavior, L. C.S.W. Susan Elswick, M. S. William Hendrick, and Laura Casey

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Sum it up: A sociological approach to urban mathematics education, William F. Tate, Celia Rousseau Anderson, and Daryl A. Tate

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Investigating the depth of problem-solving prompts in collaborative argumentation, Andrew A. Tawfik, Adrie A. Koehler, Jaclyn J. Gish-Lieberman, and Jessica Gatewood

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First and Second Order Barriers to Teaching in K-12 Online Learning, Andrew A. Tawfik, Craig E. Shepherd, Jessica Gatewood, and Jaclyn J. Gish-Lieberman

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School-Based Practices and Preservice Teacher Beliefs About Urban Teaching and Learning, Diane M. Truscott and S. Mia Obiwo

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Predicting preservice teachers' intention to use technology-enabled learning, Jessica Herring Watson and Amanda Rockinson-Szapkiw

Principals’ Attitudes Toward the Inclusion of Students With Exceptionalities in the General Education Classroom, Kendale M. White, William Hunter, Reginald L. Green, and Christian E. Mueller

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Five Wise Men: African American Males Using Urban Critical Literacy to Negotiate and Navigate Home and School in an Urban Setting, Brian L. Wright

Submissions from 2020

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A Matter of Equity: Desegregating and Integrating Gifted and Talented Education for Under-Represented Students of Color, Donna Y. Ford, Brian L. Wright, and Michelle Trotman Scott

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Reducing the Gap Between the Conceptual Models of Students and Experts Using Graph-Based Adaptive Instructional Systems, Philippe J. Giabbanelli and Andrew A. Tawfik

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Community college faculty perceptions of the quality matters™ rubric, Rhonda L. Gregory, Amanda J. Rockinson-Szapkiw, and Vickie S. Cook

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Experiential instruction of metacognitive strategies, Andrew J. Hampton and Andrew A. Tawfik

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Using Teacher Praise With Middle and High School Students, Todd Haydon, Shobana Musti-Rao, Alana Kennedy, Meredith Murphy, William Hunter, and Jason Boone

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The development and validation of the distance doctoral program integration scale, Joe L. Holmes and Amanda Rockinson-Szapkiw

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Increasing engagement in students with autism in inclusion classrooms, James N. Meindl, Diana Delgado, and Laura B. Casey

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Reconceptualizing civic education for young children: Recognizing embodied civic action, Katherina A. Payne, Jennifer Keys Adair, Kiyomi Sanchez Suzuki Colegrove, Sunmin Lee, Anna Falkner, Molly McManus, and Shubhi Sachdeva

Critical geography in preschool: Evidence of early childhood civic action and ideas about justice, Katherina A. Payne, Anna Falkner, and Jennifer Keys Adair

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Detecting the Depth and Progression of Learning in Massive Open Online Courses by Mining Discussion Data, Venkata Sai Pillutla, Andrew A. Tawfik, and Philippe J. Giabbanelli

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Academic-family integration: How do men and women in distance education and residential doctoral programs integrate their degree and family?, Amanda Rockinson-Szapkiw and Jessica Herring Watson

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Persistence Model of Non-traditional Online Learners: Self-Efficacy, Self-Regulation, and Self-Direction, Jacqueline S. Stephen, Amanda J. Rockinson-Szapkiw, and Chelsie Dubay

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Role of questions in inquiry-based instruction: towards a design taxonomy for question-asking and implications for design, Andrew A. Tawfik, Arthur Graesser, Jessica Gatewood, and Jaclyn Gishbaugher

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Supporting Project-Based Learning Through the Virtual Internship Author (VIA), Andrew A. Tawfik, Arthur Graesser, and Jenee Love

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Comparing how different inquiry-based approaches impact learning outcomes, Andrew A. Tawfik, Woei Hung, and Philippe J. Giabbanelli

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Effects of case library recommendation system on problem solving and knowledge structure development, Andrew A. Tawfik, Kyung Kim, and Dongho Kim

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Role of conjecture mapping in applying a game-based strategy towards a case library: a view from educational design research, Andrew A. Tawfik, Matthew Schmidt, and Chelsy P. Hooper

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Sibling relationships when one sibling has ASD: A preliminary investigation to inform the field and strengthen the bond, Mindy Taylor Johnson, Robert L. Williamson, Laura B. Casey, Michelle Stockton, and Susan Elswick

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Guardrails to Constructing Learning: the Potential of Open Microcredentials to Support Inquiry-Based Learning, Richard E. West, Andrew A. Tawfik, Jaclyn J. Gishbaugher, and Jessica Gatewood

Submissions from 2019

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Perceptions of Instructors Teaching in Saudi Blended Learning Environments, Tahani Aldosemani, Craig E. Shepherd, and Doris U. Bolliger

"Critical what what?" Critical race theory and mathematics education, Celia Rousseau Anderson

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Mothering in the margin: a narrative inquiry of women with children in a homeless shelter, Katharina A. Azim, Laurie MacGillivray, and Donalyn Heise

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Faculty members’ perceptions of online program community and their efforts to sustain it, Doris U. Bolliger, Craig E. Shepherd, and H. Victoria Bryant

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Revisiting geography of cities from the high school geography project in the social studies classroom, Jeffrey M. Byford and Jayson D. Evaniuck

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Improving STEM teaching practices with R&P: increasing the full range of young children’s STEM outcomes, Shelly L. Counsell and Rosemary Geiken

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Variables influencing parental treatment selection for children with autism spectrum disorder, Kimberly N. Frame and Laura Baylot Casey

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Overcoming the PBL Assessment Challenge: Design and Development of the Incremental Thesaurus for Assessing Causal Maps (ITACM), Philippe J. Giabbanelli and Andrew A. Tawfik

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Learning analytics to support teachers' assessment of problem solving: A novel application for machine learning and graph algorithms, Philippe J. Giabbanelli, Andrew A. Tawfik, and Vishrant K. Gupta

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Active Supervision: Preventing Behavioral Problems Before They Occur, Todd Haydon, William Hunter, and Terrance M. Scott

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Book Club Groups to Aid Relational Connection and Trust among Addicted Trauma Survivors, Leigh Falls Holman, Laurie MacGillivray, Wesam Salem, and Leslee Bailey Tarbett

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Implementing a classroom management package in an urban middle school: A case study, William C. Hunter and Todd Haydon

The role of empathy in choosing majors, Eddie Jacobs, Amy L. de Jongh Curry, Carmen Astorne-Figari, Russell J. Deaton, Wesam M. Salem, Yonghong Jade Xu, and Shelby G. Roberts

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The role of using formative assessments in problem-based learning: A health sciences education perspective, Kristi W. Kelley, Julaine M. Fowlin, Andrew A. Tawfik, and Max C. Anderson

Teachers’ & teacher candidates’ views of social injustice, Thomas A. Lucey, Jeffrey M. Byford, and Duane M. Giannangelo

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Expanding Video-Cued Multivocal Ethnography for Activist Research in the Civic Action and Young Children Study, Molly E. McManus, Katherina Payne, Sunmin Lee, Shubhi Sachdeva, Anna Falkner, Kiyomi Colegrove, and Jennifer Adair

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Reducing blood draw phobia in an adult with autism spectrum disorder using low-cost virtual reality exposure therapy, James N. Meindl, Serena Saba, Mackenzie Gray, Laurie Stuebing, and Angela Jarvis

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Toward understanding factors salient to doctoral students' persistence: The development and preliminary validation of the doctoral academic-family integration inventory, Amanda J. Rockinson-Szapkiw

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Identifying significant personal and program factors that predict online EdD students’ program integration, Amanda J. Rockinson-Szapkiw, Joe Holmes, and Jacqueline S. Stephens

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Online graduate student perceptions of program community, Craig E. Shepherd and Doris U. Bolliger

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How Novices Use Expert Case Libraries for Problem Solving, Andrew A. Tawfik, Anila Gill, Maureen Hogan, Cindy S. York, and Charles Wayne Keene

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How Success Versus Failure Cases Support Knowledge Construction in Collaborative Problem-Solving, Andrew A. Tawfik, Kyung Kim, Maureen Hogan, and Fortunata Msilu

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Using Technology to Foster Peer Mentoring Relationships: Development of a Virtual Peer Mentorship Model for Broadening Participation of Underrepresented Racial and Ethnic Minority Women in STEM, Jillian L. Wendt, Amanda Rockinson-Szapkiw, and Ayana Conway

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Remixing and reimagining the early childhood school experiences of brilliant black boys, Brian L. Wright and Donna Y. Ford

Empathy and gender inequality in engineering: Is there a hidden link, Yonghong Jade Xu, Amy L. De Jongh Curry, Eddie Jacobs, Wesam Salem, Carmen Astorne-Figari, and Shelby Roberts

Submissions from 2018

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Instructor and adult learner perceptions of the use of Internet-enabled devices in residential outdoor education programs, Doris U. Bolliger and Craig E. Shepherd

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Systems Thinking in a Second Grade Curriculum: Students Engaged to Address a Statewide Drought, Margaret Sauceda Curwen, Amy Ardell, Laurie MacGillivray, and Rachel Lambert

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Online and face-to- face voice instruction: Effects on pitch accuracy improvement in female voice majors, Mindy Damon and Amanda J. Rockinson-Szapkiw

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Racialized space and discourse in the picture books of Ezra Jack Keats, Anna Falkner

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The Nouveau Talented Tenth: Envisioning W.E.B. Du Bois in the Context of Contemporary Gifted and Talented Education, Donna Y. Ford, Brian L. Wright, Christopher J.P. Sewell, Gilman W. Whiting, and James L. Moore

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An Online Environment to Compare Students’ and Expert Solutions to Ill-Structured Problems, Vishrant K. Gupta, Philippe J. Giabbanelli, and Andrew A. Tawfik

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Efficient Wraparound Service Model for Students with Emotional and Behavioral Disorders: A Collaborative Model for School Social Workers and Teachers, William C. Hunter, Susan Elizabeth Elswick, and Laura Baylot Casey

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Preparing reading/literacy specialists to meet changes and challenges: International Literacy Association’s Standards 2017, Diane Kern, Rita M. Bean, Allison Swan Dagen, Beverly DeVries, Autumn Dodge, Virginia Goatley, Jacy Ippolito, and J. Helen Perkins

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Using Computer-Assisted Instruction to Teach Science Vocabulary to Students With Autism Spectrum Disorder and Intellectual Disability, Bethany R. McKissick, Luann Ley Davis, Fred Spooner, Larry B. Fisher, and Carlie Graves

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Reducing Media-Induced Mass Killings: Lessons From Suicide Prevention, James N. Meindl and Jonathan W. Ivy

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Using computer-assisted instruction to increase the eye gaze of children with autism, Neal Miller, Jennifer Wyatt, Laura Baylot Casey, and J. Brian Smith

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The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy, Jason R. Rachels and Amanda J. Rockinson-Szapkiw

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The development and validation of the scholar–practitioner research development scale for students enrolled in professional doctoral programs, Amanda Rockinson-Szapkiw

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Does family matter? A phenomenological inquiry exploring the lived experiences of women persisting in distance education, professional doctoral programs, Amanda J. Rockinson-Szapkiw, Lisa S. Sosin, and Lucinda Spaulding

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Revisiting the Historical Roots of Task Analysis in Instructional Design, Stephanie L. Shipley, Jacqueline S. Stephen, and Andrew A. Tawfik

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Using a Recommendation System to Support Problem Solving and Case-Based Reasoning Retrieval, Andrew A. Tawfik, Hamed Alhoori, Charles Wayne Keene, Christian Bailey, and Maureen Hogan

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Effects of success v failure cases on learner-learner interaction, Andrew A. Tawfik, Philippe J. Giabbanelli, Maureen Hogan, Fortunata Msilu, Anila Gill, and Cindy S. York

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The effect of sustained vs. faded scaffolding on students’ argumentation in ill-structured problem solving, Andrew A. Tawfik, Victor Law, Xun Ge, Wanli Xing, and Kyung Kim

Self-regulated learning and failure, Andrew A. Tawfik and Hui Rong

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Antiblackness, Black Suffering, and the Future of First-Year Seminars at Historically Black Colleges and Universities, Gina English Tillis

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A psychometric evaluation of the english version of the dimensions of attitudes toward science instrument with a U.S. population of elementary educators, Jillian L. Wendt and Amanda Rockinson-Szapkiw

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Examining the influence of a STEM certification model on female, minority science outcomes, Jillian L. Wendt, Amanda Rockinson-Szapkiw, and Megan Cordes

Submissions from 2017

From corporation to community: Culturally relevant pedagogy in an urban laboratory for school reform, Celia Rousseau Anderson, Erika C. Bullock, Beverly E. Cross, and Angiline Powell

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Using Learning Trajectories for Teacher Learning to Structure Professional Development, Anna E. Bargagliotti and Celia Rousseau Anderson