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Journal Submissions from 2017

“If Only I Did Not Have That Label Attached to Me”: Foregrounding Self-Positioning and Intersectionality in the Experiences of Immigrant and Refugee Youth, Ramona Fruja

Generativity or Reproduction of Privilege? How Institution and Family Affect Legacy Students, Jarrett B. Warshaw, Richard Henne-Ochoa, and Joseph L. Murray

Journal Submissions from 2016

Multicultural Education and Newcomer Youth: Re-imagining a More Inclusive Vision for Immigrant and Refugee Students, Ramona Fruja and Kevin Roxas

Journal Submissions from 2015

Analyzing the Visual Discourse of Charter Schools in the News, Abe Feuerstein

Parent Trigger Laws and Framing in Educational Politics, Abe Feuerstein

Rituals of Verification: Department Chairs and the Dominant Discourse of Assessment in Higher Education, Abe Feuerstein

Who Is Responsible for Saving the Language? Performing Generation in the Face of Language Shift, Richard Henne-Ochoa and Richard Bauman

Journal Submissions from 2014

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News Framing and Charter School Reform, Abe Feuerstein

Course-based Research on Students’ Own Institution Introduces Historical Inquiry, Joseph L. Murray

Personalizing History Using Course-based Research on a Student's Own University, Joseph L. Murray, Sean D. Fortney, Anna E. Gioni, Zoey G. Goldnick, Kevin L. LeValley, and Scott R. Sechler

Journal Submissions from 2013

Knuckling Under? School Superintendents and Accountability-Based Educational Reform, Abe Feuerstein

Journal Submissions from 2011

The Politics of Accountability and Teacher Preparation: A Case Study from Pennsylvania, Abe Feuerstein

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Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching, Lori Smolleck

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Playing with Science: An Investigation of Young Children’s Science Conceptions and Misconceptions, Lori Smolleck

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The Investigation of the Ways in Which Gender Stereotypes are Perpetuated through Questioning and Assessment Strategies in Inquiry-Based Science Classroom, Lori Smolleck

Journal Submissions from 1999

The effects of training on resident assistant job performance, J.L. Murray; B.R. Snider; and Robert McKinley Midkiff, Jr.