American Educational Research Journal (AERJ)

  Vol. 59, n°5, 10/ 2022

 

• Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space, Luis A. Leyva, R. Taylor McNeill, B R. Balmer, Brittany L. Marshall, V. Elizabeth King, Zander D. Alley
• Separate Remains Unequal: Contemporary Segregation and Racial Disparities in School District Revenue, Ericka S. Weathers, Victoria E. Sosina
• Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching?, Christopher Redding
• Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies, Beth E. Schueler, Catherine Armstrong Asher, Katherine E. Larned, Sarah Mehrotra, Cynthia Pollard
• Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations, Dan Goldhaber, Matt Ronfeldt, James Cowan, Trevor Gratz, Emanuele Bardelli, Matt TruwitBlack

https://journals.sagepub.com/toc/AER/current