Review of Research in Education

  Vol. 43, n°1, mars 2019

  Changing Teaching Practice in P–20 Educational Settings

 

• Changing Teaching Practice in P–20 Educational Settings: Introduction to the Volume, Charles Tocci, Ann Marie Ryan, and Terri D. Pigott
• Teaching for Diversity: Intercultural and Intergroup Education in the Public Schools, 1920s to 1970s, Lauri D. Johnson and Yoon K. Pak
• From Mass Schooling to Education Systems: Changing Patterns in the Organization and Management of Instruction, Donald J. Peurach, David K. Cohen, Maxwell M. Yurkofsky, and James P. Spillane
• Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners, Katrina Liu and Arnetha F. Ball
• How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies, Rachel Garrett, Martyna Citkowicz, and Ryan Williams
• How We Learn About Teacher Learning,  Mary M. Kennedy
• Action Research and Systematic, Intentional Change in Teaching Practice Meghan McGlinn Manfra
• (Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem Rebecca Colina Neri, Maritza Lozano, and Louis M. Gomez
• Teaching Practices That Support Student Sensemaking Across Grades and Disciplines: A Conceptual Review, Miranda Suzanne Fitzgerald and Annemarie Sullivan Palincsar
• A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education, Mariana Souto-Manning, Beverly Falk, Dina López, Lívia Barros Cruz, Nancy Bradt, Nancy Cardwell, Nicole McGowan, Aura Perez, Ayesha Rabadi-Raol, and Elizabeth Rollins
• Changing How Writing Is Taught, Steve Graham
• Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings, Kara Mitchell Viesca, Kathryn Strom, Svenja Hammer, Jessica Masterson, Cindy Hammer Linzell, Jessica Mitchell-McCollough, and Naomi Flynn
• How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?, Rhonda S. Bondie, Christine Dahnke, and Akane Zusho
• Teaching Academically Underprepared Postsecondary Students, Dolores Perin and Jodi Patrick Holschuh
• Components, Infrastructures, and Capacity: The Quest for the Impact of Actionable Data Use on P–20 Educator Practice, Philip J. Piety
• Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research, M. Shelley Thomas, Shantel Crosby, and Judi Vanderhaar
• Teaching in Community Schools: Creating Conditions for Deeper Learning, Julia Daniel, Karen Hunter Quartz, and Jeannie Oakes

https://journals.sagepub.com/toc/rrea/43/1