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Submissions from 2023

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A CLASS ON SOCIAL CLASS: Lessons From a First-Year Seminar, Genia M. Bettencourt

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Using Identity Interconnections to Understand Disclosure: How Examining the Interrelated Experiences of Working-Class Students and Students With Disabilities Can Shape Student Support, Genia M. Bettencourt

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Understanding How Student Support Practitioners Navigated Ideal Worker Norms During COVID-19: The Role of Job-Crafting, Genia M. Bettencourt, Lauren N. Irwin, Joseph A. Kitchen, and Zoë B. Corwin

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Maintaining Validation through Empathy: Exploring How Higher Education Practitioners Supported At-Promise Students during COVID-19, Genia M. Bettencourt, Rosemary J. Perez, Ronald E. Hallett, and Zoë B. Corwin

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How STEM Undergraduates Choose, Navigate, and Integrate Interdisciplinarity in College and Beyond, Genia M. Bettencourt, Ryan S. Wells, Scott M. Auerbach, Justin T. Fermann, and Ezekiel Kimball

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Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom, Julia C. Duncheon, Dustin Hornbeck, and Reid Sagara

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Power-conscious ecosystems: understanding how power dynamics in US doctoral advising shape students’ experiences, Rachel E. Friedensen, Genia M. Bettencourt, and Megan L. Bartlett

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STRUCTURED SILENCES IN ADULT LEARNING THEORY, Edith Gnanadass and Lisa R. Merriweather

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Organizational Ecology's Contagion Growth Perspective in the Study of Standalone Charter Schools in New York City, Charisse Gulosino

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An Investigation of Teachers’ Perceptions of School Competitiveness and Organizational Work Environment in a Rural Area, Charisse Gulosino, Heather K. Olson Beal, Susie Cox, and Brent D. Beal

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What Is Student Voice Anyway? The Intersection of Student Voice Practices and Shared Leadership, Samantha E. Holquist, Dana L. Mitra, Jerusha Conner, and Nikki L. Wright

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Teachers Unions and Dual Enrollment Policy in Collective Bargaining Agreements, Dustin D. Hornbeck

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High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas, Dustin Hornbeck, Joel R. Malin, Julia C. Duncheon, and Jing Tan

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Exploring Compassion Fatigue and Community Care in Student Affairs, Rosemary J. Perez and Genia M. Bettencourt

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Editorial, Ralf St. Clair, Edith Gnanadass, Dianne Ramdeholl, and Lisa R. Merriweather

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Reconsidering Rural-Nonrural College Enrollment Gaps: The Role of Socioeconomic Status in Geographies of Opportunity, Ryan S. Wells, Ling Chen, Genia M. Bettencourt, and Sarah Haas

Submissions from 2022

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DEMYSTIFYING THE MAGIC: INVESTIGATING THE SUCCESS OF UNIVERSITY-COMMUNITY PARTNERSHIPS FOR BROADENING PARTICIPATION IN STEM, Chrystal A. George Mwangi, Genia M. Bettencourt, Ryan S. Wells, Sarah T. Dunton, Ezekiel W. Kimball, Mark C. Pachucki, Nilanjana Dasgupta, and Hanni S. Thoma

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“I’ll Take Two Please … Sike”: Paying the Black Tax in Adult Education, Edith Gnanadass, Daryl R. Privott, Dianne Ramdeholl, and Lisa R. Merriweather

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“We Can’t Wait Anymore”: Young Professionals Engaging in Education for Sustainability, Wendy Griswold

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‘One Person Cannot Change It; It’s Going to Take a Community’: Addressing Inequity through Community Environmental Education, Wendy Griswold, Meera Patel, and Edith Gnanadass

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‘One Person Cannot Change It; It’s Going to Take a Community’: Addressing Inequity through Community Environmental Education, Wendy Griswold, Meera Patel, and Edith Gnanadass

Cross-sectoral alliances in charter schools: the role of boards of directors from for-profit and non-profit sectors, Charisse Gulosino and Elif Şişli Ciamarra

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A Comprehensive Framework for Evaluating Shelby County School District’s Voluntary Preschool Program: The Challenges of Equity, Choice, Efficiency, and Social Cohesion, Charisse Gulosino and Phoebe Maxwell

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“From an ethic of care to queer resistance”: Texas administrator and teacher perspectives on supporting LGBTQ students in secondary schools, Dustin Hornbeck and Julia C. Duncheon

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Historical knowledge mobilisation in a post-factual era in the United States, Joel R. Malin and Dustin Hornbeck

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Welcome From the New Editorial Team, Lisa R. Merriweather, Edith Gnanadass, Dianne Ramdeholl, Ralf St. Clair, and Jacob Frankovich

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Cross-cultural mentorships with Black and Brown US STEM Doctoral Students: Unpacking the Perceptions of International Faculty, Lisa R. Merriweather, Cathy D. Howell, and Edith Gnanadass

Working Hard for Whiteness: How White Women Make Meaning of Social Class to Avoid White Complicity, Moira L. Ozias and Genia M. Bettencourt

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The Tensions of Teaching Low-Income Students to Perform Professionalism, Rosemary J. Perez, Genia M. Bettencourt, Liane I. Hypolite, and Ronald E. Hallett

Submissions from 2021

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“I Belong Because It Wasn’t Made for Me”: Understanding Working-Class Students’ Sense of Belonging on Campus, Genia M. Bettencourt

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Re-envisioning doctoral mentorship in the United States: A power-conscious review of the literature, Genia M. Bettencourt, Rachel E. Friedensen, and Megan L. Bartlett

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But, Do I Need a College Degree?: Understanding Perceptions of College and Career Readiness among Students Enrolled in a Career and Technical High School, Genia M. Bettencourt, Chrystal A. George Mwangi, Keisha L. Green, and Daniel Morales Morales

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Narrating the Immigrant Experience: Three Adult Educators’ Perspectives, Edith Gnanadass, Kayon Murray-Johnson, and María Alicia Vetter

Submissions from 2020

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Embracing problems, processes, and contact zones: Using youth participatory action research to challenge adultism, Genia M. Bettencourt

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“When i think about working class, i think about people that work for what they have”: How working-class students engage in meaning making about their social class identity, Genia M. Bettencourt

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“You Can’t Be a Class Ally If You’re An Upper-Class Person Because You Don’t Understand”: Working-Class Students’ Definitions and Perceptions of Social Class Allyship, Genia M. Bettencourt

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STEM degree completion and first-generation college students: A cumulative disadvantage approach to the outcomes gap, Genia M. Bettencourt, Catherine A. Manly, Ezekiel Kimball, and Ryan S. Wells

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Is First-Gen an Identity? How First-Generation College Students Make Meaning of Institutional and Familial Constructions of Self, Genia M. Bettencourt, Koboul E. Mansour, Mujtaba Hedayet, Patricia Tita Feraud-King, Kat J. Stephens, Miguel M. Tejada, and Ezekiel Kimball

High school-university collaborations for latinx student success: Navigating the political reality, Genia M. Bettencourt, Chrystal A.George Mwangi, Keisha L. Green, and Daniel Morales Morales

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Ethnic schooling and the ecclesiastical square: Educational opportunity, social divide, and the redemptorists in New Orleans, Louisiana, R. Eric Platt and Melandie McGee

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(Responding to) Youth epistemologies to create a third space: a reclamation of learning in an English language arts classroom, Keisha L. Green, Daniel Morales Morales, Chrystal George Mwangi, and Genia M. Bettencourt

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Examining Variation Within the Charter School Sector: Academic Achievement in Suburban, Urban, and Rural Charter Schools, Charisse Gulosino and Jonah Liebert

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Examining Curriculum Differentiation of Education Management Organizations (EMOs) in 41 States, Charisse Gulosino and Gary Miron

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School Choice Policies Shaping Neighborhoods, School Locations, and Destinies, Charisse Gulosino and Ee Seul Yoon

Submissions from 2019

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“Tryin’ to Survive”: Black Male Students’ Understandings of the Role of Race and Racism in the School-to-Prison Pipeline, Jennifer E. Grace and Steven L. Nelson

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Donors and founders on charter school boards and their impact on financial and academic outcomes, Charisse A. Gulosino and Elif Şişli Ciamarra

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Newly hired teacher mobility in charter schools and traditional public schools: An application of segmented labor market theory, Charisse Gulosino, Yongmei Ni, and Andrea K. Rorrer

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Virtual charter schools and the democratic aims of education, Dustin Hornbeck, Kathleen Knight Abowitz, and Andrew Saultz

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State Auditors in Education Policy, Dustin Hornbeck and Joel Malin

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Superintendents’ Perceptions of the Influence of a Statewide Dual Enrollment Policy on Local Educational Programming, Dustin Hornbeck and Joel R. Malin

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Dual Enrollment Programs: Litigation and Equity, Steven L. Nelson and Shawn J. Waltz

Submissions from 2018

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Framing Care for Planners of Education Programs, Michelle Glowacki-Dudka, Cathy Mullett, Wendy Griswold, Amy Baize-Ward, Crissy Vetor-Suits, and Susan Cole Londt

Gender still matters in distance education, Edith Gnanadass and Amelia Y. Sanders

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Evaluating the tennessee higher education commission’s report card on the value-added estimates of teacher preparation programs, Charisse Gulosino

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A Demographic Paradox: How Public School Students in New Orleans Have Become More Racially Integrated and Isolated Since Hurricane Katrina, Stephen Kotok, Brian Beabout, Steven L. Nelson, and Luis E. Rivera

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Collegians creating (Counter)space online: A critical discourse analysis of the I, Too, Am Social media movement, Chrystal A.George Mwangi, Genia M. Bettencourt, and Victoria K. Malaney

Submissions from 2017

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Walking the talk: Expectations and intentions of a popular education workshop, Michelle Glowacki-Dudka, Cathy Mullett, Wendy Griswold, Amy Baize-Ward, Crissy Vetor-Suits, Susan Cole Londt, and Maria Williams-Hawkins

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Creating sustainable societies: developing emerging professionals through transforming current mindsets, Wendy Griswold

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Evaluating the Locational Attributes of Education Management Organizations (EMOs), Charisse Gulosino and Gary Miron

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Growth and performance of fully online and blended K-12 public schools, Charisse Gulosino and Gary Miron

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Financial Planning for College: Parental Preparation and Capital Conversion, Catherine A. Manly, Ryan S. Wells, and Genia M. Bettencourt

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“I Want to Know About Everything That’s Happening in the World”: Enhancing Critical Awareness Through a Youth Participatory Action Research Project With Latinx Youths, Daniel Morales Morales, Genia M. Bettencourt, Keisha Green, and Chrystal A. George Mwangi

Submissions from 2016

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Perspectives in transnational higher education, Emmanuel Jean Francois, Mejai B.M. Avoseh, and Wendy Griswold

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Preface, Emmanuel Jean Francois, Mejai B.M. Avoseh, and Wendy Griswold

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Embodying Authentic Leadership Through Popular Education at Highlander Research and Education Center: A Qualitative Case Study, Michelle Glowacki-Dudka and Wendy Griswold

Submissions from 2014

Sustainable energy REU at Kansas State University, Larry Erickson, Keith Hohn, and Wendy Griswold

Sacrifice and survival: Identity, mission, and Jesuit higher education in the American South, R. Eric Platt

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Learning to Teach About Race: The Racialized Experience of a South Asian American Feminist Educator, Edith Gnanadass

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Business models for solar powered charging stations to develop infrastructure for electric vehicles, Jessica Robinson, Gary Brase, Wendy Griswold, Chad Jackson, and Larry Erickson

Submissions from 2013

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Community Education and Green Jobs: Acknowledging Existing Connection, Wendy Griswold

Submissions from 2012

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Transformative learning and educational technology integration in a post-totalitarian context: Professional development among school teachers in Rural Siberia, Russia, Wendy Griswold

Submissions from 2011

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Circles of influence: An analysis of charter school location and racial patterns at varying geographic scales, Charisse Gulosino and Chad d'Entremont

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School's strategic responses to competition in segregated urban areas: Patterns in school locations in metropolitan Detroit, Charisse Gulosino and Christopher Lubienski

Submissions from 2009

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School choice and competitive incentives: Mapping the distribution of educational opportunities across local education markets, Christopher Lubienski, Charisse Gulosino, and Peter Weitzel

Submissions from 2006

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How does teacher quality matter? The effect of teacher-parent partnership on early childhood performance in public and private schools, Zeyu Xu and Charisse Gulosino