A Dakota Cultural Intervention’s Influence on Native Students’ Sense of Belonging: A CBPR Case Study

2024-1-1

Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories

2024-1-1

From Deficit to Difference: Understanding the Relationship Between K–12 Teacher Training and Disability Discussion

2024-1-1

A Novel Approach for Evaluating a Schoolwide Antiracist Curriculum Intervention

2024-1-1

IELTS and Written Syntactic Complexity as Predictors of GPA of Multilingual International Graduate Students

2024-1-1

Policy and Place: Immigration, Schooling, and the Local Context

2024-1-1

Methodological Complexity: A Both/And Approach to Address Tool Validity and Reliability for Assessment of Cultural Responsiveness in Indigenous Serving Schools

2024-1-1

Critical Quantitative Literacy: An Educational Foundation for Critical Quantitative Research

2024-1-1

Equity Intersections: Teachers’ Experiences with Student Wellness Support During the COVID-19 Pandemic

2024-1-1

Consequential Intersections: Examining Equity Expressions and Experiences Within Special Education Ecosystems

2024-1-1

“More About the Neighborhood Than the School”: Leveraging “Don’t Know” Survey Responses to Probe Parental Evaluations of School Safety

2024-1-1

Rethinking College Transitions: Legitimate Peripheral Participation as a Pathway to Becoming

2024-1-1

Uncovering the Connections Among Rural Science Teachers: A Social Network Analysis

2024-1-1

Teachers’ Knowledge and Preparedness for Retirement: Results From a Nationally Representative Teacher Survey

2024-1-1

It’s About Time, Part II: Does Time Poverty Contribute to Inequitable College Outcomes by Gender and Race/Ethnicity?

2024-1-1

Measuring the Efficacy of Zearn Math in Louisiana

2024-1-1

Protest and Resistance: Conceptualizing a Blackamerican Institutional Schema and the Contemporary Relevance of Pre-<i>Brown</i> Educators

2024-1-1

Cross-National Comparison of the Relative Size of Lower-Tail and Upper-Tail SES Achievement Gaps

2024-1-1

On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition

2024-1-1

Transforming Political Divides: How Student Identities and Campus Contexts Shape Interpartisan Friendships

2024-1-1

Exploring Queer and Trans Students’ Mathematics Identity in Relation to STEM as a White Cisheteropatriarchal Space

2024-1-1

Racialized Early Grade (Mis)Behavior: The Links Between Same-Race/Ethnicity Teachers and Discipline in Elementary School

2024-1-1

Latinx/a/o Senior Leaders in U.S Higher Education: A Systematic Review of the Literature

2024-1-1

Public Preschool Predicts Stronger Third-Grade Academic Skills

2024-1-1

Lottery-Based Evaluations of Early Education Programs: Opportunities and Challenges for Building the Next Generation of Evidence

2024-1-1

Inside the Black Box: Detecting and Mitigating Algorithmic Bias Across Racialized Groups in College Student-Success Prediction

2024-1-1

Testing a Holistic Framework of Early Care and Education and K–12 Leaders’ Working Conditions and Well-Being

2024-1-1

More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes

2024-1-1

Exploring Whether and How Teacher Residencies Offer a Different Kind of Preparation

2024-1-1

Head Start Children’s Dual Enrollment in State Pre-K: Prevalence and Child Outcomes

2024-1-1

Differential Prediction for Disadvantaged Students and Schools: The Role of High School Characteristics

2024-1-1

Parsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse

2024-1-1

School Climate, Teacher Characteristics, and School Discipline: Evidence From New York City

2024-1-1

Major Selection as Iteration: Observing Gendered Patterns of Major Selection Under Elective Curriculums

2024-1-1

Does Knowing the Word Matter for Preschool DLLS? Individualized Vocabulary Words on Phonological Awareness Performance

2024-1-1

Measuring the Interdisciplinarity and Collaboration Perceptions of U.S. Scientists, Engineers, and Educators

2024-1-1

Exploring Patterns of Absenteeism from Prekindergarten Through Early Elementary School and Their Associations With Children’s Academic Outcomes

2024-1-1

Estimates of Teach for America Effects on Student Test and Nontest Academic Outcomes Over Time

2024-1-1

Are Changes in Reported Social-Emotional Skills Just Noise? The Predictive Power of Longitudinal Differences in Self-Reports

2024-1-1

Where Are the English Learners and Students With Disabilities in Gifted Education?

2024-1-1

The Revenue Implications of Community Colleges’ Reliance on Local Funding

2024-1-1

Does Universal SEL Promote Academic Success? Examining Learner Outcomes Under Routine Conditions in First-Grade Classrooms

2024-1-1

Does Early Elementary Dual Language Instruction Deliver as Promised?

2024-1-1

“We Still Have a Long Way to Go”: How State Education Leaders’ Understanding and Engagement Shapes English Learner Identification of Indigenous Students

2024-1-1

Are Law Schools Cream-Skimming to Bolster Their Bar Exam Pass Rates? A Multilevel Regression Approach to Estimate How Attrition and Transfer Rates Affect Bar Passage

2024-1-1

Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics During COVID-19 Disruptions

2024-1-1

Racialized Patterns in the Distribution of Congressional Pork: Implications for Postsecondary Equity and Organizational Transformation

2024-1-1

Sources, Conceptualizations, and Mechanisms of Racism/Oppression for Academic and Mental Health Outcomes

2024-1-1

Communities as Fraught Spaces

2024-1-1

The Geography of Principal Internships in North Carolina

2024-1-1