Educational policy both shapes and is shaped by dominant constructions of educational
inequity. This article explores how such constructions are reproduced and disrupted during …

The purpose of this study was to examine how graduates from three teacher education
programs made decisions regarding literacy instruction and assessment as well as the …

Through 13 in-depth interviews conducted before and during the COVID-19 pandemic, this
qualitative study investigates how policy actors make sense of Michigan's third grade …

Retention in grade is one of the most persistently contentious issues in US education policy.
Though mandatory retention policies impact a child's entire educational career, they are …

Childhood in the United States, and in the American South more particularly, has several
well-known and popularized constructions, typically divided by social class and ethnic …

This study investigates the policy sensemaking of urban educators on the “Read by Grade
Three”(RBG3) Law and their sensemaking impacts on English Learners'(ELs') learning …

An abundance of scholarly work indicates that the practice of requiring a student to repeat a
grade likely has significant academic, social and long-term effects on students. Grade …

Educational research has identified the importance of understanding the relationship
between teacher burnout and teacher self-efficacy. Previous studies examined the …

This phenomenological study investigated the lived experiences of how primary teachers (K-
2) perceive and manage accountability pressures. Accountability pressures are the …

This qualitative study chronicles the experiences of retention as told by adults who
experienced retention. Through criterion sampling and snowball sampling, ten participants …