While many researchers have addressed the topic of academic resilience, studies on the individual protective factors in high-risk middle school students from urban settings are limited. In this qualitative interpretive study, we interviewed and obtained academic records from 20 eligible students in grades 7-8 to delve into the perceptions and…

In this study, the authors propose a set of design principles based on the framework of Technological Pedagogical Content Knowledge (TPCK or TPACK) through the subject matter of music focusing on the affective domain, and identify interrelations among musical content, emotions, and technology. The design guidelines were tested in an empirical…

Disparities in academic science performance remain for diverse learners, including students with learning disabilities and English learners. Educational technology offers the potential to support diverse learners by taking into account their specific needs and unique strengths. This paper reports on third-year results of a 3-year randomized…

Graduating high school seniors who are college and career ready has become a focal point of our nation. The Advancement Via Individual Determination (AVID) program has been preparing college and career ready students who are first generation college-going students, from subgroups traditionally underrepresented in higher education, and from…

There is a dearth of empirical research on the efficacy of integrated teacher professional development (PD) models, ones that synthesize both online learning and face-to-face teacher PD experiences and interactions. The purpose of this explanatory mixed-methods study was to determine how teachers perceived an integrated PD experience that…

This study examines teachers' initial conceptions of an integrated STEM-PBL approach and their perceptions of what facilitates or hinders implementation in their schools. This study took place within the first year of a three-year STEM Professional Development (PD) program for middle school math, science and English language arts teachers. The two…

In 2013 the Vermont legislature enacted Act 77 mandating that students in grades 7-12 develop personalized learning plans (PLPs) to guide them toward high school graduation using proficiency based requirements. In a qualitative self-study the authors document the implementation of a personal learning framework integrating PLPs into a humanities…

This research presents two case studies on how human-centered design process can help the students find their purpose in making and designing in a constructionist learning-environment. Human-centered design guides students to deeper understanding of others' needs and encourages them to think and act collaboratively and creatively. When the…

In the 21st century, adolescent girls use the power of the pen (and digital literacies) for the purpose of self-expression, personal enrichment, and academic requirements. This study examines in-depth the types of writing/literacies that girls participate in school and out-of-school. The results of this study indicate that, despite the extensive…

What makes a leader in an online learning environment? This question is approached from three angles in this study: online activity, language quality, and social background. This study examines the simulation data of the 2015 GlobalEd 2 Project, which consists of 337 7th and 8th grade students representing 18 countries. The three dimensions were…

The current investigation examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 8th grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the…

In "The No Significant Differences Phenomenon," Russell (1999) discusses a thought-provoking pattern of research findings regarding integrating educational technology into classroom instruction that started in 1928 and continues today. Finding few studies that resulted in measurable positive effects, Russell concluded that using…

This research explores the question, "Do students who were accelerated in grade eight complete high school mathematics courses at a similar rate to students who were not accelerated?" Data was examined for students who took the New York State (NYS) 2012 Integrated Algebra assessment and students who took the 2015 Common Core Algebra…

This two-part investigation (a) assessed the impact of the Jaime Escalante Math Program (JEMP), a structured summer mathematics intervention program, on the math achievement of urban middle school students and (b) identified the characteristics of the program that the administrators and teachers perceived to contribute to student achievement. A…

This paper discusses the implementation and evaluation of an innovative professional development program that supported 8th grade mathematics teachers in designing learning activities that assisted students in developing a conceptual understanding of mathematics. Funded by an Investing in Innovation (i3) grant from the U.S. Department of…