Articles
PreK–5 Teacher Views of Professional Development Integrating Common Core Language Arts With Science and Social Studies
Janie Hubbard, Melisa Fowler, and Lee Freeman
Mentoring Secondary Novice Teachers to Develop Academic Language of English Language Learners
Susan O'Hara, Joanne Bookmyer, Robert Pritchard, and Robin Martin
Discipline Policies and Preschool Special Education Students' Personal-Social Skills
Amanda L. Tamagni and Andrea M. Wilson
Teacher Perceptions and Implementation of a Content-Area Literacy Professional Development Program
Osha Lynette Smith and Rebecca Robinson
Differentiated Reading Instruction With Technology for Advanced Middle School Students’ Reading Achievement
Clarissa Haymon and Andrea Wilson
A Comparative Investigation of Assessment Practices in Distance and Online Learning Undergraduate Mathematics in Nigeria
Comfort O. Reju and Loyiso C. Jita
Developing Innovative Support Structures in Higher Education Institutions: A Student Perspective
Mxolisi Walter Ntoyakhe and Musa Ngibe
Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School
Debra Bryant and Andrea Wilson
A Study of the Difficulties and Instructional Support Related to Spoken Interaction in an EMI Course for Higher Education Students
Mei-Ying Chien and Martin Valcke
The Experiences of Counselor Educators Transitioning to Online Teaching
Natalie Hale and Corinne W. Bridges
The Significance of Parental Involvement in the Development in Infancy
Yanhui Liu, Mona F. Sulaimani, and John E. Henning
Mission Unaccomplished: Beyond “Talk[ing] a Good Game” To Promote Diversity and Inclusion
Tara Lehan, Heather Hussey, and Ashley Babcock
Determinants of Faculty-Student Engagement for Southeast Asian Men in Community College: An Exploratory Analysis
Soua Xiong and J. Luke Wood
Using Instructional Time and Race/Ethnicity to Predict Social Studies Accountability Test Results
Kenneth E. Vogler, Susan Schramm, Audrey Allan, and Jake D. Parler
Predicting International Student Enrollment in U.S. Institutions by Institutional Characteristics: Using Fixed and Random Effects
Ibrahim Bicak and Z. W. Taylor
Supporting Science Learning For English Language Learners
Judith Morrison, Yuliya Ardasheva, Sarah Newcomer, Lindsay Lightner, Gisela Ernst-Slavit, and Kira Carbonneau
The Influence of a Science Methods Course on Prospective Elementary Teachers’ Visions of Science Teaching
Martha M. Canipe and Jessica Y. Coronado Verdugo
Spatial Training and Calculus Ability: Investigating Impacts on Student Performance and Cognitive Style
Lindsay J. McCunn and Emily Cilli-Turner
Exam Preparation: Concerns of London Upper Secondary School Students with Implications for Teachers and Teaching
Mark A. Minott
A Comparison of School Climate Ratings in Urban Alternative and Traditional High Schools
Aaron Perzigian and Michael Braun
Education Leaders’ Perceptions of Faculty Ethical Decision-Making: Awareness, Learning, and Change
Cheryl Burleigh
Exploring the Role of Training in Promoting Students’ Peer-Feedback Including Critical Peer-Feedback
Fatma Kaya and Zeynep Yaprak
Digital Colleague Connectedness: A Framework for Studying Teachers’ Professional Network Interactions
Darci J. Harland
Considering Educators’ Perceptions of Ethics and Safety in Virtual Learning Environments (VLEs)
Patricia B. Steele, Cheryl Burleigh, and Elizabeth A. Young
Scholarly Essay
An Overview of Virtual Communities of Faculty Practice
Narjis Hyder, Amy Adcock, and David Brown
