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Submissions from 2025

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Representing Black Girl Magic with Contemporary Picture Books, Raphael E. Rogers

Submissions from 2024

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Preparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Preparation, Christine Montecillo Leider, Christina L. Dobbs, and Erin Nerlino

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An Autoethnographic Examination of Challenges and Experiences from the First Decade of a Teacher's Career, Erin Nerlino

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“A Sense of Perspective”: Investigating the Effects of a Sabbatical on a Teacher’s Practice, Professional Perceptions, and Career Plans, Erin Nerlino

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Teaching for Social Justice in a Predominantly White School: Challenges and Opportunities to Make Change and Be Changed, Erin Nerlino

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Critical Metalinguistic Engagement and the Role of Listening in Poetry Inside Out, Jie Park and Sarah Michaels

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Technology-Supported Implementation of an Interdependent Group Contingency Intervention for Classroom Behavior Management, Rondy Yu, Aaron Haddock, and Wesley A. Sims

Submissions from 2023

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Learning from the knowledge builders: Student perspectives on the challenges of classroom Knowledge Building communities, Katerine Bielaczyc

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How to Identify-with as Little as One Question-Students Who Are Likely to Struggle in Undergraduate Organic Chemistry, Charles E. Jakobsche

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Infrastructuring for Knowledge Building: Advancing a framework for sustained innovation, Shiri Kashi, Yotam Hod, Alwyn Vwen Yen Lee, Guangji Yuan, Etan Cohene, Katerine Bielaczyc, Bodong Chen, and Jianwei Zhang

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Agency, Identity, and Writing: Perspectives from First-Generation Students of Color in Their First Year of College, Jie Park

Submissions from 2019

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Learning with each other: A teacher book study group, Holly Dolan

Submissions from 2011

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Emplacing care: Understanding care work across social and spatial contexts, Holly E. Dolan and Deborah Thien