American Journal of Education (AJE)

 Vol. 56, n°5, 10/2019

 

• Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings, Dan Goldhaber and Cory Koedel
• Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth Yasemin Copur-Gencturk, Debra Plowman, and Haiyan Bai
• Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes, Herbert W. Marsh, Brooke Van Zanden, Philip D. Parker, Jiesi Guo, James Conigrave, and Marjorie Seaton
• Illuminating the Enactment of High-Leverage Teaching Practices in an Exemplary World Language Teaching Video Library, Ling Zhai
• Relationships Between Instructional Coaches’ Time Use and District- and School-Level Policies and Expectations Britnie Delinger Kane and Brooks Rosenquist
• How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study, John Jerrim and Sam Sims
• Grading Teachers: Race and Gender Differences in Low Evaluation Ratings and Teacher Employment Outcomes, Steven Drake, Amy Auletto, and Joshua M. Cowen
• Missing Bus, Missing School: Establishing the Relationship Between Public Transit Use and Student Absenteeism, Marc L. Stein and Jeffrey A. Grigg
• Pathways to Racial Equity in Higher Education: Modeling the Antecedents of State Affirmative Action Bans, Dominique J. Baker
• “To Be Strict on Your Own”: Black and Latinx Parents Evaluate Discipline in Urban Choice Schools, Joanne W. Golann, Mira Debs, and Anna Lisa Weiss
• Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5, Maria Blanton, Rena Stroud, Ana Stephens, Angela Murphy Gardiner, Despina A. Stylianou, Eric Knuth, Isil Isler-Baykal, and Susanne Strachota
• Ethnic Discipline Gap: Unseen Dimensions of Racial Disproportionality in School Discipline, Bach Mai Dolly Nguyen, Pedro Noguera, Nathan Adkins, and Robert T. Teranishi
• An Investigation of Teachers Encouraged to Reform Grading Practices in Secondary Schools, Brad Olsen and Rebecca Buchanan

https://journals.sagepub.com/toc/aera/56/5