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Submissions from 2020

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Insiders and Outsiders – The Place of Second-Order Action Research in Educational Action Research, Allan Feldman

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Using Co-planning and Co-teaching Strategies to Transform Secondary Mathematics Clinical Experiences, Maureen Grady, Ruthmae Sears, Jamalee Stone, and Stephanie Biagetti

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Translanguaging as a Gateway to Black Immigrant Collegians’ Leadership Literacies, Bryan K. Hotchkins and Patriann Smith

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Cultural Diversity in Online Education: An Exploration of Instructors’ Perceptions and Challenges, Alex Kumi Yeboah, James Dogbey, Guangji Yuan, and Patriann Smith

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Teaching Black Immigrant Students in Urban Schools: Teacher and Peer Relationships and Academic Performances, Alex Kumi-Yeobah, Adaurennaya C. Onyewuenyi, and Patriann Smith

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‘They Clip our Wings’: Studying Achievement and Racialisation through a Roma Perspective, Veselina Lambrev

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Education Reforms for Inclusion? Interrogating Policy-Practice Disjunctions in Early Childhood Education in Bulgaria, Veselina Lambrev, Anna Kirova, and Larry Prochner

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Equity and Justice in the Preparation of Secondary Mathematics Teachers, Lorraine M. Males, Ruthmae Sears, and Brian R. Lawler

On being a Methodologist in 5Ws +H, Michael Sherry, Vonzell Agosto, Jolyn Blank, Alisha Braun, Leia Cain, Allan Feldman, and Karl Jung

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“How Does a Black Person Speak English?” Beyond American Language Norms, Patriann Smith

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“Mr. Wang Doesn’t Really Care How We Speak!”: Responsiveness in the Practice of an Exemplary Asian-American Teacher, Patriann Smith

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Silencing Invisibility: Towards a Framework for Black Immigrant Literacies, Patriann Smith

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The Case for Translanguaging in Black Immigrant Literacies, Patriann Smith

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Why Eurocentric literacy measures may be creating the illusion that Black students are underperforming, Patriann Smith

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Why for Black speakers, despite what they are told, using ‘Standard English’ will not lead to acceptance, Patriann Smith

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Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms, Patriann Smith, Tala Karkar, Jessica Varner, Anita Nigam, and Beverly Finch

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Verbal Reports in the Reading Processes of Language Learners: A Methodological Review, Patriann Smith, Deoksoon Kim, Oksana Vorobel, and James King

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Disrupting (Mis)Representation in the Literacy Achievement of “(Under)Performing” Youth, Patriann Smith, S. J. Warrican, Alex Kumi-Yeobah, Jehanzeb Cheema, and Melissa L. Alleyne

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“You Hear my Funny Accent?!”: Problematizing Assumptions about Afro-Caribbean “Teachers turned Educators”, Patriann Smith, S. Joel Warrican, and Melissa L. Alleyne

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Clinical Experiences for Secondary Mathematics Teacher Candidates, Marilyn E. Strutchens, David Erickson, Ruthmae Sears, and Jeremy Zelkowski

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Improving Clinical Experiences for Secondary Mathematics Teacher Candidates, Marilyn E. Strutchens, Ruthmae Sears, and Jeremy Zelkowski

Submissions from 2019

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Wash then Weave: Inter-organizational Leadership Mentoring against Racial Macroaggressions, Vonzell Agosto, Tarah Nkrumah, Allan Feldman, and F. Bradley

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The Emotional Labor of “Taking a Knee”, Vonzell Agosto, Jennifer R. Wolgemuth, Ashley White, Tanetha J. Grosland, and Allan Feldman

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What Is English Education for? Rethinking Our Work through Climate Change and the Environment, Richard Beach, James S. Damico, Russell Mayo, Rich Novack, Alexandra Panos, and Allen Webb

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The Honors Project Takes Shape: One Student’s Reflections on Being Gifted, Jane Brunicardi and Elizabeth Shaunessy-Dedrick

Developing Literacy Through Contemporary Art: Promising Practices for English Language Learners in Social Studies Classrooms, Bárbara C. Cruz and Robert W. Bailey

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Red Tide, Amy Dobson, Allan Feldman, Molly Nation, and Katie Laux

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A Framework for Responsive Middle Level Mathematics Teaching, Cheryl Ellerbrock and E. Vomvoridi-Ivanovic

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Interrogating Ourselves to Promote the Democratic Production, Distribution, and Use of Knowledge through Action Research, Allan Feldman and Frederick B. Bradley III

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Science Teachers’ Ability to Self-Calibrate and the Trustworthiness of Their Self-Reporting, Allan Feldman and Dilek Ozalp

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Knowledge Democracy and Action Research – An Exchange, Allan Feldman and Lonnie Rowell

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Looking to our Past to Re-Envision our Future: A Co/Authoethnographic Study of Teacher Candidate Supervision across International Contexts, Jennifer Jacobs, Shahad's Babaeer, and Fawaz Alroqui

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Making the Case for Practitioner Inquiry in Doctoral Student Education: Supporting the Development of Future Teacher Educators, Jennifer Jacobs and Elizabeth Currin

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Common Visual Representations as a Source for Misconceptions of Preservice Teachers in a Geometry Connection Course, Mile Krajcevski and Ruthmae Sears

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Exploring Factors That Facilitate Acculturation Strategies and Academic Success of West African Immigrant Youth in Urban Schools, Alex Kumi-Yeboah, Gordon Brobbey, and Patriann Smith

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Research with Children: Context, Power, and Representation, Danielle Lane, Jolyn Blank, and Phyllis Jones

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Critical Media Literacy for Helping, Alexandra Panos

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Productive Confrontations: School-Community Work in the Rural Rust Belt, Alexandra Panos

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Useless Narratives and an Interrogation of Practices of (Un)Masking in the Rural Rust Belt, Alexandra Panos

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Discourses of the Rural Rust Belt: Schooling, Poverty, and Rurality, Alexandra Panos and Jennifer Seelig

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Predictors of Adaptive Help Seeking Across Ninth‐Grade Students Enrolled in Advanced Placement and International Baccalaureate Courses, Janise S. Parker, Kai Zhuang Shum, Shannon M. Suldo, Elizabeth Shaunessy-Dedrick, John M. Ferron, and Robert F. Dedrick

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EXTRA: A Festschrift in Honor of James R. King, Lindsay Persohn and Aimee Frier

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Knowledge Democracy and Action Research, Lonnie Rowell and Allan Feldman

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Using Plan-Do-Study-Act Cycles and Interdisciplinary Conversations to Transform Introductory Mathematics Courses, Ruthmae Sears, Frances Hopf, Ana Torres-Ayala, Casey Williams, and LesLaw Skryzpek

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Collaborative Effort to Develop Middle School Preservice Teachers’ Mathematical Knowledge, Ruthmae Sears, Gladis Kersaint, Fernando Burgos, and Rebecca Wooten

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Designing Professional Learning Centered on Social and Emotional Issues for the Gifted, Elizabeth Shaunessy-Dedrick and Shannon M. Suldo

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English Education for a Sustainable Future (or Why We Need Writing Teachers at the End of the World), Michael B. Sherry

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Emergence and Development of a Dialogic Whole-class Discussion Genre, Michael B. Sherry

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Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom, Michael B. Sherry, Gretchen M. Dodson, and Sherridon L. Sweeney

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Teaching Climate Change Science to High School Students Using Computer Games in an Intermedia Narrative, Glenn G. Smith, Metin Besalti, Molly Nation, Allan Feldman, and Katie Laux

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(Re)Positioning in the Englishes and (English) Literacies of a Black Immigrant Youth: Towards a Transraciolinguistic Approach, Patriann Smith

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Rethinking “(Under) Performance” for Black English Speakers: Beyond Achievement to Opportunity, Patriann Smith, Alex Kumi-Yeboah, Rong Chang, Jaehoon Lee, and Paul Frazier

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Teaching Writing in the Midst of Fragile Alliances: Insights from Literacy Teacher Educators, Patriann Smith, Jessica Varner, Anita Nigam, Yilan Liu, Mellinee Lesley, Julie Smit, Dawn Burke, and Whitney Beach

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Implementation of Paired Placement and Co-Planning/Co-Teaching Field Experience Models Across Multiple Contexts, Marilyn Elaine Strutchens, Ruthmae Sears, Jennifer Whitfield, Stephanie Biagetti, Patti Brosnan, Jennifer Oloff-Lewis, Pier Angeli Junor Clarke, Jamalee Stone, David R. Erickson, Christopher Parrish, Basil M. Conway IV, and Ruby L. Ellis

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Mental Health Interventions, Shannon M. Suldo, Janise S. Parker, Elizabeth Shaunessy-Dedrick, and Lindsey O'Brennan

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Identifying High School Freshmen with Signs of Emotional or Academic Risk: Screening Methods Appropriate for Students in Accelerated Courses, Shannon M. Suldo, Elizabeth Storey, Lindsey O'Brennan, Elizabeth Shaunessy-Dedrick, John M. Ferron, Robert F. Dedrick, and Janise S. Parker

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Peer Effects in the Individual and Group Literacy Achievement of High-School Students in a Bi-dialectal Context, S. Joel Warrican, Melissa L. Alleyne, Patriann Smith, Jehanzeb Cheema, and James King

Submissions from 2018

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A New Design for Manuscript Typesetting in the Journal of Research in Science Teaching: Increasing Efficiencies and Embracing Future Publication Trends, Fourad Abd-El-Khalick and Dana L. Zeidler

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The Design Process: Engineering Practices in Preschool, Jolyn Blank and Stefanie Lynch

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Accessing Teacher Candidates’ Pedagogical Intentions and Imagined Teaching Futures through Drama and Arts-Based Structures, Margaret Branscombe and Jenifer J. Schneider

Global Visionary: The Life and Work of Jan L. Tucker, Bárbara C. Cruz

Pink Teas, Pickets, and President Wilson: Organizing for the Passage of the 19th Amendment, Bárbara C. Cruz

Teaching about Global Social Issues with Contemporary Art, Bárbara C. Cruz

The Life and Work of Jan L. Tucker, Bárbara C. Cruz

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Climate Change: Cuba/USA, Arts-Social Studies Curriculum, Barbara Cruz, Cheryl Ellerbrock, S. Mead, and C. Viera

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Media Literacy and Climate Change in a Post-Truth Society, James S. Damico, Mark Baildon, and Alexandra Panos

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Civic Media Literacy as 21st Century Source Work: Future Social Studies Teachers Examine Web Sources about Climate Change, James S. Damico and Alexandra Panos

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“I’m Not in the Truth Business”: The Politics of climate Change with Pre-Service Teachers, James S. Damico, Alexandra Panos, and Mark Baildon

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Digital Literacies and Climate Change: Exploring Reliability and Truth(s) with Pre-service Teachers, James S. Damico, Alexandra Panos, and Michelle Myers

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Belonging, Power, and Collaboration: A Critical Examination of Teachers’ Experiences in a Professional Learning Community, Victoria J. Damjanovic and Jolyn Blank

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Building a Professional Learning Community: Teachers’ Documentation of and Reflections on Preschoolers’ Work, Victoria J. Damjanovic and Jolyn Blank

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Middle Grades Schools and Structures, Cheryl Ellerbrock, Kristina N. Falbe, and Dana Pomykal Franz

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An Examination of Middle School Organizational Structures in the United States and Australia, Cheryl Ellerbrock, Katherine Main, Kristina N. Falbe, and Dana Pomykal Franz

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Working Together: Preparing the Next Generation of Highly Qualified Middle-School STEM Teachers, Cheryl Ellerbrock, Eugenia Vomvoridi-Ivanovic, and James Duran

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Teachers Investigate Their Work: An Introduction to Action Research across the Professions (3rd Ed.), Allan Feldman, Herbert Altrichter, Peter Posch, and Bridget Somekh

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When a Parent of a Student With a Learning Disability Is Also an Educator in the Same School District: A Heuristic Case Study, Keri Haley, David Allsopp, and David Hoppey

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Developing as Teacher Leaders for Social Justice: The Influence of a Teacher-Leadership Graduate Program, Jennifer Jacobs and Lyn Crowell

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Pre-service Teachers’ Reflective Judgment Skills in the Context of Socio-scientific Issues based Inquiry Laboratory Course, Dilek Karisan, Özgül Yilmaz-Tuzun, and Dana Zeidler

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Constructing Roma Students as Ethnic ‘Others’ through Orientalist Discourses in Bulgarian Schools, Veselina Lambrev, Bozhin Traykov, and Anna Kirova

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Refocusing the Digital Lens of Idiomaticity: A Second Look at Understanding Idiomaticity in CALL, John Liontas

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Know Thy Selfie: Using Contemporary Art to Teach Adolescent Identity Exploration, Sarah Mead and Cheryl Ellerbrock

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Beyond Sanctioned Activism in Carl Hiaassen’s Flush: Sacrifice Zones in Realistic Fiction, Alexandra Panos

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First Opinion: Children See and Feel It Too: Reactions to Breaking News, Alexandra Panos

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(Im)Mobilizing Emotions in Confrontational Times: Teachers and Media Producing Intersections of the Rural Rustbelt and Schooling, Alexandra Panos

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Reading Online: An Instructional Model and Ideas for the ELA Classroom, Alexandra Panos and James S. Damico

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APA Handbook of Giftedness and Talent, Steven I. Pfeiffer, Elizabeth Shaunessy-Dedrick, and Megan Foley-Nicpon

Writing in the Workplace as Guidepost for Writing in K-12 Schools, Jenifer J. Schneider

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The Tensions of Digital Decisions: Building a Technology Infrastructure to Support Expansive Capabilities, Jenifer J. Schneider and K. Smith

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The Implications of a Pacing Guide on the Development of Students Ability to Prove in Geometry, Ruthmae Sears

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The Integration of Technology in Model Eliciting Activities to Support Mathematical Reasoning, Ruthmae Sears

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Implications of a Co-Planning and Co-Teaching Professional Development Training for Pre-Service Teachers and Collaborating Teachers, Ruthmae Sears, Maureen Grady, Charity Cayton, Patricia Brosnan, Salam Ahmad, and Cynthia Castro-Minnehann

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Looking Back and Looking Forward: Curriculum for Gifted and Talented Students, Elizabeth Shaunessy-Dedrick

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Reframing Recitation: The Dialogic Potential of Student Responses in IRE/F, Michael Sherry

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Positioning in Prospective Secondary English Teachers’ Annotations of Teaching Videos, Michael Sherry, Lauriann M. Messier-Jones, and Joanelle Morales

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Finding (Radical) Hope in Literacy: Pedagogical Literacy Insights from Culturally and Linguistically Diverse Students, Patriann Smith

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Learning to Know, Be, Do, and Live Together with in the Cross-Cultural Experiences of Immigrant Teacher Educators, Patriann Smith

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Language-based Differences in the Literacy Performance of Bidialectal Youth, Patriann Smith, Jehanzeb Cheema, Alex Kumi-Yeboah, S. Joel Warrican, and Melissa L. Alleyne

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Understanding Afro-Caribbean Educators’ Experiences with Englishes across Caribbean and U.S. Contexts and Classrooms: Recursivity, (Re)positionality, Bidirectionality, Patriann Smith, S. Joel Warrican, Alex Kumi-Yeboah, and Janet Richards

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Examining Gifted Students' Mental Health Through the Lens of Positive Psychology, Shannon M. Suldo, Brittany V. Hearon, and Elizabeth Shaunessy-Dedrick

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Supporting High School Students in Accelerated Courses, Shannon M. Suldo, Lindsey O'Brennan, Elizabeth D. Storey, and Elizabeth Shaunessy-Dedrick