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Joseph, Nicole M.; Hailu, Meseret F.; Matthews, Jamaal Sharif – Harvard Educational Review, 2019
In this article, Nicole Joseph, Meseret Hailu, and Jamaal Matthews argue that Black girls' oppression in the United States is largely related to the dehumanization of their personhood, which extends to various institutions, including secondary schools and, especially, mathematics classrooms. They contend that one way to engage in educational…
Descriptors: African American Students, Females, Mathematics Instruction, Gender Bias
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Battey, Dan; Leyva, Luis A.; Williams, Immanuel; Belizario, Victoria A.; Greco, Rachel; Shah, Roshni – Harvard Educational Review, 2018
While research has consistently shown the positive effects of having a teacher of the same race on various student outcomes, the literature has not examined how racial match affects the everyday interactions within classrooms. This research article by Dan Battey, Luis A. Leyva, Immanuel Williams, Victoria A. Belizario, Rachel Greco, and Roshni…
Descriptors: Teacher Characteristics, Student Characteristics, Mathematics Instruction, Middle School Students
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Yiu, Lisa – Harvard Educational Review, 2016
In this article, Lisa Yiu examines how migrant students attending public schools in Shanghai perceive teachers as uncaring and how the majority of teachers claim they are disempowered from caring. She contends that recent Shanghai reforms, which aim to "care" for migrant youth through inclusion into public schools, may be having the…
Descriptors: Migrants, Rural Areas, Foreign Countries, Public Schools
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Duhaylongsod, Leslie; Snow, Catherine E.; Selman, Robert L.; Donovan, M. Suzanne – Harvard Educational Review, 2015
In this article, Leslie Duhaylongsod, Catherine E. Snow, Robert L. Selman, and M. Suzanne Donovan describe the principles behind the design of curricular units that offer disciplinary literacy support in the subject of history for middle school students who represent a wide range of reading levels, and for their teachers, whose own subject matter…
Descriptors: Middle School Students, Curriculum Design, History Instruction, Units of Study
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McAfee, Myosha – Harvard Educational Review, 2014
In this research article, Myosha McAfee presents findings from her grounded theory and microethnographical study of math instruction in a racially and socioeconomically diverse public school. Her analysis puts forth a new theory-the kinesiology of race-which conceptualizes race as a verb rather than a noun. It centrally considers how racial…
Descriptors: Race, Grounded Theory, Ethnography, Mathematics Instruction
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Noonan, James – Harvard Educational Review, 2014
In this article, James Noonan uses portraiture to examine how the administrative team and the teachers at a small, urban middle school approach school improvement. He illustrates the ways in which the pressures associated with attempting school reform in our current high-accountability environment make it difficult for school personnel to engage…
Descriptors: Educational Change, Educational Improvement, Middle School Teachers, School Administration
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Ferráns, Silvia Diazgranados; Selman, Robert L. – Harvard Educational Review, 2014
The authors of this article, Silvia Diazgranados Ferráns and Robert Selman, use an emergent framework to explore how the rules of the school culture at different perceived school climates affect early adolescents' decisions to upstand, bystand, or join the perpetrators when they witness peer aggression and bullying. Through a grounded theory…
Descriptors: Student Attitudes, Educational Environment, Influences, Attitude Change
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Nasir, Na'Ilah Suad; Ross, Kihana Miraya; McKinney de Royston, Maxine; Givens, Jarvis; Bryant, Jalessa N. – Harvard Educational Review, 2013
In this empirical study, the authors draw on classroom observations and interviews with twenty-three Black male ninth graders in an urban district to focus on the nature of disciplinary practices in an all-Black, all-male manhood development class. While scholars have identified the "discipline gap" as a salient aspect of the experience…
Descriptors: Discipline Policy, Student Behavior, African American Students, Males