This brief, interpretive history of American schooling focuses on the evolving relationship
between education and social change. Like its predecessors, this new edition investigates …

In this article Marilyn Cochran-Smith and Susan Lytle offer a critique of No Child Left Behind
(NCLB) related to the implications for teachers in educational improvement. Through an …

This book provides comprehensive coverage of language contact in classroom settings.
Particularly highlighted are the range and implications of attitudes towards languages and …

The research herein uses a mixed methods approach to examine how organizational
phenomena at the macro level of analysis translate into phenomena at the micro level …

Teacher-written editorial columns in local newspapers can challenge the broad, simplistic
conceptions of the profession that have been encouraged by contemporary politics and that …

Curriculum Windows Redux: What Curriculum Theorists Can Teach Us about Schools and
Society Today is an effort by students of curriculum studies, along with their professor, to …

This qualitative study examines the material conditions and day-to-day realities of youth and
family homelessness in the context of widespread economic oppression and rising …

This study examines a group of practicing K-12 teachers who were part of a grassroots
teacher group called the Friday Roundtable. The narratives in this study represent the …

Leu, Kinzer, Coiro, and Cammack (2004) described the “social forces at work today that
frame the changes to literacy” as threefold:• Global economic competition within economies …

The accountability components of the No Child Left Behind act of 2002 led to nearly
universal high-stakes testing in public schools in the United States. There are a large …