An essential understanding of the uses and practices of algebra remain out of reach for many students. In this book, award-winning researcher Dr. Nicole Fonger addresses the issue of how to support all learners to experience algebra as meaningful. In a highly visual approach, the book details four research-based lenses with examples from 9th-grade…

Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current…

This article examines contextual factors that impact inclusive education in the Rio Grande Valley region of South Texas, United States. Based on the analysis of teachers' narratives, the study concluded that teachers perceive inclusive special education as a student's right primarily grounded in the social justice context of education. While…

This phenomenological study examines the experience of middle school youth at a small public school in New Hampshire as they engaged in youth participatory action research (YPAR) designed to promote diversity, equity, inclusion, and belonging within their predominantly White suburban community. This study centered the 22 participants' perspectives…

This study investigates the correlation between an educational leader's perception of the importance of providing Diversity, Equity, and Inclusion (DEI) professional development to the teaching staff and the depth of the professional development in K-8 school districts. The survey consisted of 34 multiple-choice questions and 26 questions on a…

Underrepresentation of some student groups in gifted and talented education continues to be a problem and priority of research and development in gifted education. Assessment for identification and placement in gifted education should utilize multiple sources of data from measurement tools that are reliable, valid, and fair. While reliability and…

The purpose of this article is to show how instruction that supports both mathematical learning (ML) and social and emotional learning (SEL) creates opportunities for equity. In fall 2020, the first author observed the co-authors, Ms. Wong and Mrs. Silverstein, providing instruction that supports ML and SEL in their hybrid ninth-grade algebra 1…

Teaching mathematics and science embedded in social justice is not a familiar concept for many teachers, especially pre-service teachers. This qualitative, descriptive, and interpretative study examines the experiences and reflections of 26 middle grade and secondary pre-service mathematics and science teachers on teaching and learning mathematics…

A better understanding of the ways in which school leaders frame collaboration is needed, as the framing of reform efforts plays a large role in steering change. This study explores how leaders' frames for collaboration intersect with teachers' collaborative work in four urban middle schools over time. Findings demonstrate the role of…

The Individuals with Disabilities Education Act (IDEA) mandates that special education students receive free appropriate public education instruction in the least restrictive environment. Special education students often receive a disproportionate number of suspensions in schools. It is the disproportionate number of suspensions received by…

Many girls become disengaged from physical education (PE) and physical activity as they reach late elementary and high school years. While strategies to engage girls in PE exist, strategies addressing the social constructions of gender as the root of disengagement from PE are rarely discussed. Using results from a broader feminist ethnographic…

In the study presented in this article, the aim is to further the understanding regarding the differences between pupils (aged 15-16) from schools with low or high socio-economic status (SES), regarding the amount and diversity of content knowledge in history that they have acquired by the end of compulsory schooling. Following a definition of…

Sustained inquiry between school administrators and mental health professionals around critical incidents, school policy, and problems of practice is required to mitigate inequities so prominently illuminated during the COVID-19 pandemic. Collaboration between school stakeholders with different role identities and positionalities gainfully blurs…

Background: To combat stereotype threat, several school-based field trials have leveraged self-affirmation theory (Steele & Liu, 1983; Liu & Steele, 1986), wherein affirming one's important beliefs and values can buffer against identity threats. Self-affirmation theory posits that individuals are motivated to maintain a positive overall…

Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do…