Tables of Contents

New and Critical Perspectives on Reading Comprehension and Strategy Instruction

Spring 2011, Volume 50, Number 2
Guest Editors: Lara J. Handsfield and Robert T. Jiménez

• Reconnecting Strategy Instruction With Its Theoretical Roots — Annemarie Sullivan Palincsar and Kristine M. Schutz
• Comprehension for What? Preparing Students for Their Meaningful Future — Mark W. Conley and Antoinette Wise
• Internalization and Participation as Metaphors of Strategic Reading Development — Dennis S. Davis
• Talking About Reading as Thinking: Modeling the Hidden Complexities of Online Reading Comprehension — Julie Coiro
• Comprehension Strategy Instruction for Multimodal Texts in Science — Donna E. Alvermann and Amy Alexandra Wilson
• Disruptive Comprehension Instruction: Deconstructing, Resituating, and Rewriting Texts — Lara J. Handsfield
• Literary, Capital, and Education: A View From Immigrant Youth — Lisa Patel Stevens
• A Sociocultural Perspective on Second Language Learner Strategies: Focus on the Impact of Social Context — Eun-Young Jang and Robert T. Jiménez
• Socio-Constructivist and Political Views on Teachers’ Implementation of Two Types of Reading Comprehension Approaches in Low-Income Schools — Georgia Earnest Garcia, P. David Pearson, Barbara M. Taylor, Eurydice B. Bauer, and Katherine A. D. Stahl
• Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools — Allan Luke, Annette Woods, and Karen Dooley

Current Perspectives on Learning Disabilities and ADHD

Winter 2011, Volume 50, Number 1
Guest Editors: Linda H. Mason and Robert Reid

• Response to Intervention: A Research-Based Summary — Charles A. Hughes and Douglas D. Dexter
• Meeting the Needs of Students With Learning Disabilities in Inclusive Mathematics Classrooms: The Role of Schema-Based Instruction on Mathematical Problem-Solving — Asha K. Jitendra and Jon R. Star
• Self-Regulated Strategy Development for Students With Writing Difficulties — Linda H. Mason, Karen R. Harris, and Steve Graham
• The First “R”: Evidence-Based Reading Instruction for Students With Learning Disabilities — Kristen D. Ritchey
• ADHD in the Classroom: Effective Intervention Strategies — George J. DuPaul, Lisa L. Weyandt, and Grace M. Janusis
• Promoting Family and School Success for Children With ADHD: Strengthening Relationships While Building Skills — Jennifer A. Mautone, Elizabeth K. Lefler, and Thomas J. Power
• Medication Treatment for Attention Deficit Hyperactivity Disorder — Joseph B. Ryan, Antonis Katsiyannis, and Elizabeth M. Hughes
• Overcoming Executive Function Deficits With Students With ADHD — Joseph Johnson and Robert Reid
• Working Memory Weaknesses in Students With ADHD: Implications for Instruction — Rhonda Martinussen and Ashley Major

Response to Intervention: Critical Issues

Autumn 2010, Volume 49, Number 4
Guest Editors: Janette Klingner and Michael J. Orosco

• Back to the Future: A Critique of Response to Intervention’s Social Justice Views — Alfredo J. Artiles, Aydin Bal, and Kathleen A. King Thorius
• Systemic Change for RTI: Key Shifts for Practice — Elizabeth B. Kozleski and Jennifer J. Huber
• A Sociocultural Examination of Response to Intervention With Latino English Language Learners — Michael J. Orosco
• Challenges of General Outcomes Measurement in the RTI Progress Monitoring of Linguistically Diverse Exceptional Learners — Manuel Barrera and Kristin Kline Liu
• Use of Classification Agreement Analyses to Evaluate RTI Implementation — Amanda VanDerHeyden
• Special Education Eligibility Decision Making in Response to Intervention Models — John J. Hoover
• Poor Responders in RTI — Rollanda E. O’Connor and Janette Klingner
• Tier 3 Interventions for Students With Significant Reading Problems — Jeanne Wanzek and Sharon Vaughn
• Using the Content Literacy Continuum as a Framework for Implementing RTI in Secondary Schools — Barbara J. Ehren, Donald D. Deshler, and Patricia Sampson Graner
• Strength-Based RTI: Conceptualizing a Multi-Tiered System for Developing Gifted Potential — Margarita Bianco

Accomplished Teaching as a Professional Resource

Summer 2010, Volume 49, Number 3
Guest Editors: Mary E. Dilworth and Michael S. Knapp

• Teaching Excellence for All Our Students — Sabrina Hope King and Audra Watson
• Accomplished Urban Teaching — Jorgelina Abbate-Vaughn, Olga Frechon, and Brian L. Wright
• Constructing a Clear Path to Accomplished Teaching — Jill Harrison Berg
• Assessing Accomplished Teaching: Good Strides, Great Challenges — Antony D. Norman
• Design and Implementation Considerations for Alternative Teacher Compensation Programs — Andrew Brodsky, Dale DeCesare, and Jennifer Kramer-Wine
• Possibilities and Potential for Improving Instructional Leadership: Examining the Views of National Board Teachers — Hilary Loeb, Ana M. Elfers, and Margaret L. Plecki
• Supporting and Rewarding Accomplished Teaching: Insights From Austin, Texas — David F. Lussier and Pascal D. Forgione, Jr.

Integrating English Language Learners in Content Classes

Spring 2010, Volume 49, Number 2
Guest Editors: Keiko Samimy, Karen L. Newman, and Kathleen Romstedt

• Cooperation Between Science Teachers and ESL Teachers: A Register Perspective — Tammy Slater and Bernard Mohan
• Content-Focused Classrooms and Learning English: How Teachers Collaborate — Angela Creese
• Increasing ELL Parental Involvement in Our Schools: Learning From the Parents — Suzanne Panferov
• Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculum — Shernaz B. Garcia and Brenda-Jean Tyler
• NCLB and English Language Learners: Challenges and Consequences — Kate Menken
• Alignment of Standards, Assessment and Instruction: Implications for English Language Learners in Ohio — Abdinur Mohamud and Dan Fleck
• Becoming a Content-ESL Teacher: A Dialogic Journey of a Science Teacher and Teacher Educator — Lori C. Welsh and Karen L. Newman
• Creating Inclusive Learning Communities for ELL Students: Transforming School Principals’ Perspectives — Katie Brooks, Susan R. Adams, and Trish Morita-Mullaney
• Developing a Training Program for Secondary Teachers of English Language Learners in Ohio — Karen L. Newman, Keiko Samimy, and Kathleen Romstedt

Observation, Documentation, and Reflection to Create a Culture of Inquiry

Winter 2010, Volume 49, Number 1
Guest Editors: Stephanie Cox Suárez and Lisa Fiore

• Reflections on Documentation: A Discussion with Thought Leaders from Reggio Emilia — Terri Turner and Daniel Wilson
• Shifting the Culture of Higher Education: Influences on Students, Teachers, and Pedagogy — Lisa Fiore and Barbara Rosenquest
• Show Me Again What I Can Do: Documentation and Self-Determination for Students with Social Challenges — Stephanie Cox Suárez
• Documentation and Accountability: The Shift from Numbers to Indexed Narratives — George Forman
• Changing School Culture: Using Documentation to Support Collaborative Inquiry — Heidi Given, Lisa Kuh, Debbie LeeKeenan, Ben Mardell, Susan Redditt, and Susan Twombly
• From Display to Documentation to Discourse: The Challenge of Documentation in a High School — Joan Soble and Jennifer Hogue
• Documentation in the Visual Arts: Embedding a Common Language from Research — Lois Hetland, Sharron Cajolet, and Louise Music
• Accountability in Three Realms: Making Learning Visible In and Outside the Classroom — Mara Krechevsky, Melissa Rivard, and Frederick Burton
• Documentation and Democratic Education — Linda Darling-Hammond and Beverly Falk

The Policies of Immigrant Education: Multinational Perspectives

Autumn 2009, Volume 48, Number 4
Guest Editors: Eliane Rubinstein-Avila and Norma Gonzalez

• The Education of Immigrant Youth: Some Lessons from the U.S. and Spain — Margaret A. Gibson and Silvia Carrasco
• Policy and Practice in Madrid Multilingual Schools — Ana Maria Relano Pastor
• Building on Young People's Linguistic and Cultural Continuity: Complementary Schools in the United Kingdom — Angela Creese
• Becoming Citizens in an Era of Globalization and Transnational Migration: Re-imagining Citizenship as Critical Practice — Thea Renda Abu El-Haj
• Preschool Latino Immigrant Children: Using Spanish as a Learning Resource — Lucinda Soltero-Gonzalez
• South Asian Parents' Aspirations vs. Teachers' Expectations in the UK — Gill Crozier
• The Impact of English-Only Legislation on Teacher Professional Development: Shifting Perspectives in Arizona — Suzanne Kaplan and Alisa Leckie
• Bridging Home and School Literacy Practices: Empowering Families of Recent Immigrant Children — Ana Christina DaSilva Iddings
• Latino Immigrant Students in Southern Schools: What We Know and What We Still Need to Learn — Amanda K. Sox

Urban Students' Perspectives on School, Teachers, Pedagogy, and Curricula

Summer 2009, Volume 48, Number 3
Guest Editors: Kristien Zenkov and Elizabeth Dutro

• Seeing the Pedagogies, Practices, and Programs Urban Students Want — Kristien Zenkov
• "I Am Not Afraid to Listen": Prospective Teachers Learning from Students — Alison Cook-Sather
• SAT Bronx: A Collaborative Inquiry into the Insider Knowledge of Urban Youth — Kathleen Cushman
• Students' Reactions to a "No Failure" Grading System and How They Informed Teacher Practice — Dick Corbett and Bruce Wilson
• Student Narratives on Relationship, Learning, and Change in Comprehensives Turned "Small" — Jennifer Ayala and Anne Galletta
• Student Voices: Generating Reform From the Inside Out — Susan Yonezawa and Makeba Jones
• "It's the worst place to live": Urban Youth and the Challenge of School-Based Civic Learning — Beth C. Rubin, Brian Hayes, and Keith Benson
• Voices of Queer Youth in Urban Schools: Possibilities and Limitations — Mollie V. Blackburn and Lance T. McCready
• Children's Testimony and the Necessity of Critical Witness in Urban Classrooms — Elizabeth Dutro

A Person-Centered Approach to Classroom Management

Spring 2009, Volume 48, Number 2
Guest Editor: Joan M.T. Walker

• Dimensions of Person-Centered Classroom Management — H. Jerome Freiberg and Stacey M. Lamb
• "Tolerating" Adolescent Needs: Moving Beyond Zero Tolerance Policies in High School — Anne Gregory and Dewey Cornell
• Beyond Content: How Teachers Manage Classrooms to Facilitate Intellectual Engagement for Disengaged Students — Deborah L. Schussler
• Authoritative Classroom Management: How Control and Nurturance Work Together — Joan M.T. Walker
• Teachers' Emotion Regulation and Classroom Management — Rosemary E. Sutton, Renee Mudrey-Camino, and Catharine C. Knight
• Studio Based Learning: Proposing, Critiquing, Iterating Our Way to Person-Centeredness for Better Classroom Management — Kay Brocato
• "I Will Never Teach the Old Way Again": Classroom Management and External Incentives — Cynthia E. Mader
• Situated Practice: A Reflection on Person-Centered Classroom Management — Walter Doyle

Classroom Assessment

Winter 2009, Volume 48, Number 1
Guest Editor: Heidi Andrade

• Assessment Literacy for Teachers: Faddish or Fundamental? — W. James Popham
• Promoting Learning and Achievement Through Self-Assessment — Heidi Andrade and Anna Valtcheva
• Peer Assessment — Keith J. Topping
• Classroom Assessment And Grading To Assure Mastery — James P. Lalley and J. Ronald Gentile
• Exhibitions: Connecting Classroom Assessment With Culminating Demonstrations of Mastery —
• Jill Davidson
• A New Formative Assessment Technology for Reading and Writing — Thomas K. Landauer, Karen E. Lochbaum, and Scott Dooley
• Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs — Thomas R. Guskey and Lee Ann Jung
• Reliability and Validity of Information About Student Achievement: Comparing Large-Scale and Classroom Testing Contexts — Gregory J. Cizek
• Supporting Classroom Assessment Practice: Lessons From a Small High School — David Allen, Suzanna Ort, and Joseph Schmidt
• Kairos and Informative Assessment: Rethinking the Formative/Summative Distinction in Nebraska — Chris W. Gallagher

Collaborative Learning Communities in Schools

Autumn 2008, Volume 47, Number 4
Guest Editors: Carol A. Mullen

• The Principal’s Role In Fostering Collaborative Learning Communities Through Faculty Study Group Development — Carol A. Mullen and Janice L. Hutinger
• Building Professional Learning Communities Within a University/Public School Partnership — Robert V. Bullough, Jr. and Steven C. Baugh
• Mutual Support between Learning Community Development and Technology Integration: Impact on School Practices and Student Achievement — Leslie Ann Williams, Linda Cole Atkinson, Jean McGregor Cate, and Mary John O’Hair
• Creating Professional Learning Communities: The Work of Professional Development Schools — Gini Doolittle, Maria Sudeck, and Peter Rattigan
• Creating Democratic Learning Communities: Transformative Work as Spatial Practice — Patrick M. Jenlink and Karen Embry Jenlink
• Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership — Sandra Harris, Hollis Lowery-Moore, and Vicky Farrow
• The Evolving Roles of Faculty Learning Communities: A University/High School Literacy Partnership — Tamara L. Jetton, Mary Beth Cancienne, and Brenda Greever
• The National Writing Project: Creating a Professional Learning Community that Supports the Teaching of Writing — Jeffrey S. Kaplan
• Forming Collaborative Partnerships on a Statewide Level to Develop Quality School Leaders — Leonard R. Goduto, Gini Doolittle, and Donald Leake
• Maintaining America’s Egalitarian Edge in the 21st Century: Unifying K-12 and Postsecondary Education for the Success of All Students — John R. Hoyle and Timothy M. Kutka

New Media and Education in the 21st Century

Supplemental materials for individual articles are linked next to the corresponding title
Summer 2008, Volume 47, Number 3
Guest Editors: Guofang Wan and Dianne M. Gut

• Media Use by Chinese and U. S. Secondary Students: Implications for Media Literacy Education — Guofang Wan and Dianne M. Gut
• College Students’ Technology Arc: A Model for Understanding Progress Bibliography — Arthur M. Langer and L. Lee Knefelkamp
• Digital Cheating and Plagiarism in Schools — Hongyan Jane Ma, Guofang Wan, and Eric Yong Lu
• Technology and Reform-based Science Education — Danielle E. Dani and Kathy Koenig
• Ensuring Equal Access to Technology: Providing Assistive Technology for Students with Disabilities — Hwa Lee and Rosalyn Templeton
• Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom WebSite — Bernard R. Robin
• Video Games In Education: Why They Should Be Used and How They Are Being Used — Leonard A. Annetta
• Designing Centers of Expertise for Academic Learning Through Video Games — Kurt D. Squire, Ben DeVane, and Shree Durga
• What Differences Technology Makes for A High School Career Center — Kathleen Haskell and Thomas Owen Haskell
• Creating a Ripple Effect: Incorporating Multimedia-Assisted, Project-Based Learning in Teacher Education — Kay Kyeongju Seo, Rosalyn Templeton, and Debra Pellegrino

Digital Literacies in the Age of Sight and Sound

Supplemental materials for individual articles are linked next to the corresponding title
Spring 2008, Volume 47, Number 2
Guest Editors: Susan Metros and Kristina Woolsey

• 'Convince me!' Valuing Multimodal Literacies and Composing Public Service Announcements -
  • Global Warming PSA Example (pdf)
  • PSA Streaming video example — Cynthia L. Selfe and Richard J. Selfe 
• Digital Visual Literacy — Anne Morgan Spalter and Andries van Dam
• The Educator's Role in Preparing Visually Literate Learners — (Online Resources) Susan E. Metros
• Flipping the Field Trip: Bringing the Art Museum to the Classroom — Kris Wetterlund
• Visual Intelligence: Using the Deep Patterns of Visual Language to Build Cognitive Skills — David Sibbet
• Child's Play — Kristina Woolsey and Matthew Woolsey
• Supporting Dialogic Literacy through Mashing and Modding of Places and Spaces — John G. Hedberg and Ole C. Brudvik
• Web 2.0 and Emergent Multi-literacies — Bryan Alexander
• Virtual Worlds: Inherently Immersive, Highly Social Learning Spaces — Laurence F. Johnson and Alan H. Levine

Immigrant Families and U.S. Schools

Winter 2008, Volume 47, Number 1
Guest Editor: Bic Ngo

• Beyond a 'Culture Clash' Understanding of Immigrant Experiences — Bic Ngo
• Listening to Hyphenated Americans: Hybrid Identities of Youth From Immigrant Families — Nina Asher
• Demographic Data and Immigrant Student Achievement — Lesa M. Clarkson
• Somali Adolescents' Negotiation of Religious and Racial Bias In and Out of School — Martha Bigelow
• Socialization and Identity Transformation of Black Immigrant Youth in the US — Xue Lan Rong and Paul Fitchett
• Antiracist Pedagogy and Empowerment in a Bilingual Classroom in the US, circa 2006 — Nancy Lopez
• 'Family is Here': Learning in Community-Based After-School Programs — Stacey J. Lee and Margaret R. Hawkins
• Living 'Glocally' with Literacy Success in the Midwest — Loukia K. Sarroub
• Notes on Immigration, Youth, and Ethnographic Silence — Cindy Cruz

Research in the Service of Practice

Autumn 2007, Volume 46, Number 4
Guest Editor: Judi Randi

• One Size Doesn't Fit All: Reopening Discussion of the Research-Practice Connection — Frances Schoonmaker
• A View of Research from Practice: Voices of Teachers — Debra Miretzky
• Professional Learning Communities: Teachers, Knowledge, and Knowing — Diane R. Wood
• Promoting Research-Based Practices Through Inclusion? — Victoria Volonino and Naomi Zigmond
• The Research-Practice Divide in Beginning Reading — Louise Spear-Swerling
• When Theories Don't Add Up: Disentangling the Manipulatives Debate — Nicole M. McNeil and Linda Jarvin
• Why Closing the Research-Practice Gap is Critical to Closing Student Achievement Gaps — Laura A. Cooper
• Using Research to Inform the Practice of Teachers, Schools, and School Reform Organizations — Jacqueline Ancess, Elisabeth Barnett, and David Allen
• Theory into Practice: A Matter of Transfer — Judi Randi and Lyn Corno

Urban Education

Summer 2007, Volume 46, Number 3
Guest Editor: Beverly E. Cross

• Who Benefits from Failing Urban Schools? An Essay — Martin Haberman
• Reframing Urban Education Discourse: A Conversation with and for Teacher Educators — Wanda J. Blanchett, Joan Wynne
• Outside In: Communities In Action For Education Reform — Kavitha Mediratta
• How Listening to Students Can Help Schools to Improve — Pedro A. Noguera
• Taking Off the Cape: The Stories of Novice Urban Leadership — Lynda Tredway, Fred Brill, Janette Hernandez
• Cultural Autobiographies and Oral Histories — Gina Barclay-McLaughlin, Cheryl Kershaw, Dewey Roberts
• Investigating the Relationship between Black Racial Identity and Academic Achievement in Urban Settings — Brian E. Harper
• African American Males in Urban Schools: No Excuses-Teach and Empower — H. Richard Milner
• Urban School Achievement Gap as a Metaphor To Conceal U.S. Apartheid Education — Beverly E. Cross

Adolescent Mental Health

Spring 2007, Volume 46, Number 2
Guest Editors: Cynthia Hudley and Laura Romo

• Promoting Positive Youth Development In Schools — Brendan J. Gomez and Patricia Mei-Mei Ang
• The Importance Of Teacher-Student Relationships For Adolescents With High-Incidence Disabilities — Christopher Murray and Robert Pianta
• Adolescents' Moral Engagement in Urban Settings — Theresa A. Thorkildsen
• Environmental Influences, the Developing Brain, and Aggressive Behavior — Cynthia Hudley and Andrei Novac
• School Connectedness, Mental Health and Well-Being of Adolescent Mothers — Laura Romo and Erum Nadeem
• Peer Victimization and Mental Health During Early Adolescence — Sandra Graham and Amy D. Bellmore
• Ethnic and Racial Identity and Adolescent Well-Being — W. David Wakefield and Cynthia Hudley
• Young Women, Sports, and Science — Sandra L. Hanson
• Promoting Student Resilience in School Contexts — Gale M. Morrison and Megan Redding Allen

Reggio Emilia

Winter 2007 — Volume 46, Number 1
Guest Editor: Teresa Strong-Wilson

• Reggio Emila as Cultural Activity — Rebecca New
• Play in Other Languages — Susan Fraser
• Including the Child with Special Needs: Learning from Reggio Emilia — Sheryl Gilman
• Using Technology in Reggio Emilia Inspired Programs — Linda Mitchell
• Children and Place: Reggio Emilia's Environment as Third Teacher — Teresa Strong-Wilson and Julia Ellis
• Linking Past to Present to Create an Image of the Child — Eileen Hughes
• Exploring Learning with Teachers and Children: An Administrator's Perspective — Karen Haigh
• The Construction Site Project: Transforming Early Childhood Teacher Practice — Kathryn McNaughton and Caroline Krentz
• The Development of an Early Childhood Research Collaborative — Jeanne Goldhaber
• Progettazione and Documentation as Sociocultural Activities: Changing Communities of Practice — Mary Jane Moran, Lisa Desrochers, and Nicole M. Cavicchi

Multiple Literacies: Literacies Of And For a Diverse Society

Autumn 2006, Volume 45, Number 4
Guest Editors: David Bloome and Peter V. Paul

• Looking Out Across Columbus: What We Mean By 'Multiple Literacies' — David Bloome and Patricia Enciso
• Literate Thought and Multiple Literacies — Peter V. Paul and Ye Wang
• Universal Design and Multiple Literacies: Creating Access and Ownership for Students with Disabilities — Martha G. Michael and Beverly J. Trezek
• Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School — Joanne Larson
• Multiple Literacies and Middle School Students — Tonya Perry
• Becoming Literate In A Second Language: Connecting Home, Community, And School Literacy Practices — Mari Haneda
• 'You gotta reach 'em': An African American Teacher's Multiple Literacies Approach — Cynthia Williams
• 'She would've still made that face expression:' The Use of Multiple Literacies by Two African American Young Women — Stephanie Power Carter
• Examining Literate Lives as Students Engage with Multiple Literacies — Robert J. Tierney, Ernest Bond, and Jane Bresler
• The 'Academic Literacies' Model: Theory And Applications -Mary R. Lea and Brian V. Street
• Multiple Literacies, New Literacies, and Teacher Education — Gina Cervetti, James Damico, and P. David Pearson

Inclusive Schooling Practices: From Why to How

Summer 2006, Volume 45, Number 3
Guest Editor: Douglas Fisher

• The Role of 1:1 Individual Instruction in Reading — Nancy Frey
• Modifying Schoolwork in Inclusive Classrooms — Rachel E. Janney and Martha E. Snell
• Peer Supports and Inclusive Education: An Underutilized Resource — Rebecca Bond and Elizabeth Castagnera
• Teachers as Executives — Nancy K. French and Ritu V. Chopra
• The Many Faces of Collaborative Planning and Teaching — Jacqueline S. Thousand, Richard A. Villa, and Ann I. Nevin
• Assessment of Progress in the General Curriculum for Students with Disabilities — Diane M. Browder, Shawnee Y. Wakeman, and Claudia Flowers
• Inclusion as Social Justice — Alfredo J. Artiles, Nancy Murri, and Dalia Rostenberg
• Comprehensive School Reform and Inclusive Schools — James McLeskey and Nancy L. Waldron
• Promoting Systemic, Statewide Inclusion from the Bottom-Up — Virginia Roach and Christine Salisbury

Learning, Teaching, Leading: A Global Perspective

Spring 2006, Volume 45, Number 2

• Organizational Learning in Schools and School Systems: Improving Learning, Teaching, and Leading — Vivienne Collinson, Tanya Fedoruk Cook, and Sharon Conley
• Whole School Learning Reform: Effective Strategies From Thai Schools — Tisana Khemmani
• Shared Leadership for Teacher and Student Learning — Susan M. Printy and Helen M. Marks
• Leading Educators' Re-Learning in a Post-Soviet Country — Irena Zogla
• [A]broad Teacher Education — Lorraine Ling, Eva Burman, Maxine Cooper, and Peter Ling
• The Impact of an Online Learning Program on Teaching and Learning Strategies — Kay Livingston and Rae Condie
• 'The Road Less Traveled': Professional Communities in Secondary Schools — Christopher Bezzina
• Induction: A Collective Endeavor of Learning, Teaching, and Leading — Maureen Killeavy
• A Leader's Experiences of Intercultural Education in an Elementary School: Changes and Challenges — Sigrún Adalbjarnardottir and Eyrún M. Runarsdottir
• Leading for Learning: Reflective Management in EFL Schools — Suleyman Davut Goker
• Reflection: The Larger Context — Victor Ordonez

Detracking and Heterogeneous Grouping

Winter 2006, Volume 45, Number 1
Guest Editor: Beth Rubin

• Tracking and Detracking: Debates, Evidence, and Best Practices — Beth C. Rubin
• Students' Perspectives on Tracking and Detracking — Susan Yonezawa and Makeba Jones
• 'Some People Think This School is Tracked and Some People Don't': Using Inquiry Groups to Unpack Teachers' Perspective on Detracking — Maika Watanabe
• Teaching Teachers to Build Equitable Classrooms — Rachel Lotan
• How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievemen — Jo Boaler
• Intellectual Role Taking: Supporting Discussion in Heterogeneous Elementary Science Classes — Leslie Rupert Herrenkohl
• Detracked Ninth-Grade English: Apprenticeship for the Work and World of High School and Beyond — Joan Kernan Cone
• Detracking in the Social Studies: A Path to a More Democratic Education? — Nora E. Hyland
• Lessons Learned From Detracked Mathematics Departments — Ilana Seidel Horn
• Whole-School Detracking: A Strategy for Equity and Excellence — Doris Alvarez and Hugh Mehan
• Alternative Approaches to the Politics of Detracking — Kevin Welner and Carol Corbett Burris

Peace Education

Autumn 2005, Volume 44, Number 4
Guest Editors: David Johnson and Roger Johnson

• Essential Components of Peace Education — David W. Johnson and Roger T. Johnson
• Lessons to be Learned From Research on Peace Education in the Context of Intractable Conflict — Haggai Kupermintz and Gavriel Salomon
• From Moral Exclusion to Moral Inclusion: Theory for Teaching Peace — Susan Opotow, Janet C. Gerson, and Sarah Woodside
• Bringing Peace to the Central City: Forgiveness Education in Milwaukee — Elizabeth A. Gassin, Robert D. Enright, and Jeanette A. Knutson
• The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools — Jodie Lodge and Erica Frydenberg
• Conflict, Contact, and Education in Northern Ireland — Ulrike Niens and Ed Cairns
• Implementing Community Peace and Safety Networks in South Africa — Tricia S. Jones
• School-Based Peace Building in Sierra Leone — Diane Bretherton, Jane Weston, and Vic Zbar
• Child Soldiers, Peace Education, and Postconflict Reconstruction for Peace — Michael Wessells

Differentiated Instruction

Summer 2005, Volume 44, Number 3
Guest Editor: Carol Tomlinson

• A Rationale for Differentiating Instruction in the Regular Classroom — Paul S. George
• Differentiating Instruction For Disabled Students In Inclusive Classrooms — Alicia A. Broderick, Heeral Mehta-Parekh, and D. Kim Reid
• Unlocking The Potential Of African American Students: Keys To Reversing Underachievement — Yvette Jackson
• Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom — Joyce VanTassel-Baska and Tamra Stambaugh
• Cultural Diversity, Motivation, and Differentiation — Margery B. Ginsberg
• The Role of Assessment in Differentiation — Tonya R. Moon
• Differentiated Instruction and Educational Standards: Is Detente Possible? — Jay McTighe and John L. Brown
• Styles of Thinking as a Basis of Differentiated Instruction — Robert J. Sternberg and Li-fang Zhang
• Differentiation and High-Stakes Testing: An Oxymoron? — Kay Brimijoin
• Grading and Differentiation: Paradox or Good Practice — Carol Ann Tomlinson

Gifted Education

Spring 2005, Volume 44, Number 2
Guest Editors: Donna Y. Ford and James L. Moore III

• Applying Gifted Education Pedagogy to Total Talent Development For All Students — Joseph S. Renzulli
• Gifted Program and Services: What Are the Non-Negotiables? — Joyce VanTassel-Baska
• Identifying Gifted Students From Under-Represented Populations — Carolyn M. Callahan
• Identification Concerns and Promises For Gifted Students of Diverse Populations — Alexinia Y. Baldwin
• Identification and Assessment of Gifted Students With Learning Disabilities — Lilia M. Ruban and Sally M. Reis
• Integrating Multicultural and Gifted Education: A Curricular Framework — Donna Y. Ford, James L. Moore III, and Deborah A. Harmon
• Parent Advocacy for Culturally Diverse Gifted Students — Tarek C. Grantham, Mary M. Frasier, Angie C. Roberts, and Eric M. Bridges
• Services and Programs For Academically Talented Students With Learning Disabilities — Sally M. Reis and Lilia M. Ruban
• Quality Curriculum and Instruction For Highly Able Students — Carol Ann Tomlinson
• Underachievement Among Gifted Students of Color: Implications for Educators — James L. Moore III, Donna Y. Ford, and H. Richard Milner

Closing Achievement Gaps: What Will It Take?

Winter 2005, Volume 44, Number 1
Guest Editors: Cynthia L. Uline and Joseph F. Johnson, Jr.

• Where Standards Come From — Phyllis McClure
• Using Student-Involved Classroom Assessment to Close Achievement Gaps — Rick Stiggins and Jan Chappuis
• Are "Other People's Children" Constructivist Learners Too? — Francis Bailey and Ken Pransky
• Merging Social Justice and Accountability: Educating Qualified and Effective Teachers — Mary S. Poplin and John Rivera
• Professional Development and Closing the Achievement Gap — Stephanie Hirsh
• Preparing Educational Leaders to Close Achievement Gaps — Joseph F. Johnson, Jr. and Cynthia L. Uline
• Leaders as Policy Mediators: The Reconceptialization of Accountability — Andrea K. Rorrer and Linda Skrla
• Providing Technical Assistance to Improve Student Performance: Insights From the Collaborative Inquiry Project — Juanita Garcia and Robert Donmoye