Facet browsing currently unavailable
Page 1 of 653 results
Sort by: relevance publication year
Teachers’ Insights Into Connected Learning Networks: Emerging Activities and Forms of Participation JOURNAL ARTICLE published July 2018 in AERA Open Research funded by The Finnish Cultural Foundation (personal grant/Henriikka Vartiainen) | European Regional Development Fund (24566 - A70133/Openmetsä) |
Immigrant Children in a Pol(ICE) State JOURNAL ARTICLE published January 2022 in AERA Open Research funded by Ford Foundation (Dissertation Fellowship) | University of California Institute for Mexico and the United States (Research Grant) |
First-Grade Reading Instruction and Reading Growth: Asian Language Minorities and Native-English-Speaking Peers JOURNAL ARTICLE published July 2019 in AERA Open |
Online or In-Person Instruction? Factors Influencing COVID-19 Schooling Decisions Among Latinx Families in Houston, Texas JOURNAL ARTICLE published January 2021 in AERA Open Research funded by rice university (Pre-Dissertation Research Grant) |
Variability in Preschool CLASS Scores and Children’s School Readiness JOURNAL ARTICLE published January 2021 in AERA Open Research funded by Indiana’s Family and Social Services Administration (# 0000000000000000000026332) | Indiana’s Family and Social Services Administration (F1-79-15-PK-0374) |
Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation JOURNAL ARTICLE published July 2016 in AERA Open |
Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary Schools JOURNAL ARTICLE published April 2018 in AERA Open Research funded by Institution of Education Sciences (Regional Education Laboratory Northeast and Island) |
The Construct Validation of the Math Anxiety Scale for Teachers JOURNAL ARTICLE published January 2019 in AERA Open |
Systemwide Quality Improvement in Early Childhood Education: Evidence From Louisiana JOURNAL ARTICLE published January 2021 in AERA Open |
Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA JOURNAL ARTICLE published January 2021 in AERA Open Research funded by National Science Foundation (DUE-1524575) | Alfred P. Sloan Foundation (G-2018-11183) |
Corrigendum to “The Layered Toll of Racism in Teacher Education on Teacher Educators of Color” JOURNAL ARTICLE published January 2022 in AERA Open |
The Rural/Nonrural Divide? K–12 District Spending and Implications of Equity-Based School Funding JOURNAL ARTICLE published January 2021 in AERA Open |
Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review JOURNAL ARTICLE published January 2021 in AERA Open Research funded by Ministerio de Economía y Competitividad (EDU2015-63712-P - BES-2016-076824) |
The Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum JOURNAL ARTICLE published January 2022 in AERA Open Research funded by Institute of Education Sciences (R305C150007) |
Corrigendum to “Is a College Promise Program an Effective Use of Resources? Understanding the Implications of Program Design and Resource Investments for Equity and Efficiency” JOURNAL ARTICLE published July 2020 in AERA Open |
Reflections on the Registered Report Process for “Smart but Evil? Student-Teachers’ Perception of Educational Researchers’ Epistemic Trustworthiness” JOURNAL ARTICLE published April 2020 in AERA Open |
The Use of Cognitive Diagnostic Modeling in the Assessment of Computational Thinking JOURNAL ARTICLE published January 2022 in AERA Open Research funded by Shanghai Jiao Tong University (AF3500015) |
How Do Teachers From Alternative Pathways Contribute to the Teaching Workforce in Urban Areas? Evidence From Kansas City JOURNAL ARTICLE published January 2021 in AERA Open |
Assessing School Communities Using Google Street View: A Virtual Systematic Social Observation Approach JOURNAL ARTICLE published January 2022 in AERA Open Research funded by Institute of Education Sciences (Grant R305A160013) | institute of education sciences (R305A060021) |
Writing Rights to Right Wrongs: A Critical Analysis of Young Children Composing Nationalist Narratives as Part of the Larger Body Politic JOURNAL ARTICLE published January 2022 in AERA Open |