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Corrigendum to “The Layered Toll of Racism in Teacher Education on Teacher Educators of Color” JOURNAL ARTICLE published January 2022 in AERA Open |
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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) |
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First-Grade Reading Instruction and Reading Growth: Asian Language Minorities and Native-English-Speaking Peers JOURNAL ARTICLE published July 2019 in AERA Open |
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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) |
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Explaining the Racial School Climate Gap: Evidence From Georgia JOURNAL ARTICLE published January 2022 in AERA Open |
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Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions JOURNAL ARTICLE published July 2020 in AERA Open Research funded by University of Pittsburgh (Central Research Development Fund) |
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The Mental Health Impacts of COVID-19 on PK–12 Students: A Systematic Review of Emerging Literature JOURNAL ARTICLE published January 2022 in AERA Open |
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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 |
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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 |
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Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry JOURNAL ARTICLE published July 2016 in AERA Open |
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Academic Harms of Missing High School and the Accuracy of Current Policy Thresholds: Analysis of Preregistered Administrative Data From a California School District JOURNAL ARTICLE published July 2019 in AERA Open Research funded by National Science Foundation (Grant No. 1650114) |
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The Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study JOURNAL ARTICLE published January 2020 in AERA Open |
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“Black Genius, Asian Fail”: The Detriment of Stereotype Lift and Stereotype Threat in High-Achieving Asian and Black STEM Students JOURNAL ARTICLE published October 2018 in AERA Open Research funded by National Science Foundation (1004078) |
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Dimensional Comparison Theory JOURNAL ARTICLE published April 2016 in AERA Open |
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Relationships Among Noncognitive Factors and Academic Performance: Testing the University of Chicago Consortium on School Research Model JOURNAL ARTICLE published October 2019 in AERA Open |
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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) |
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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 |
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Arithmetic Accuracy in Children From High- and Low-Income Schools JOURNAL ARTICLE published 1 April 2016 in AERA Open |
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Construct Confounding Among Predictors of Mathematics Achievement JOURNAL ARTICLE published 1 April 2016 in AERA Open |
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The Patterns of Adolescents’ Math and Science Motivational Beliefs: Examining Within–Racial/Ethnic Group Changes and Their Relations to STEM Outcomes JOURNAL ARTICLE published January 2022 in AERA Open Research funded by Directorate for Education and Human Resources (DRL-1760757) |