Reviewer Acknowledgments.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418821869
- Publication type:
- Article
Works matching IS 23328584 AND DT 2018 AND VI 4 AND IP 4
Results: 16
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A Brief History of the Geography of Education Policy: Ongoing Conversations and Generative Tensions.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418820940
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- Publication type:
- Article
3
Are We Trending to More or Less Between-Group Achievement Inequality Over the School Year and Summer? Comparing Across ECLS-K Cohorts.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418819995
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- Publication type:
- Article
4
Corrigendum.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418815914
- Publication type:
- Article
5
School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418815661
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- Publication type:
- Article
6
Answering the Bell: High School Start Times and Student Academic Outcomes.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418812424
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- Publication type:
- Article
7
"Black Genius, Asian Fail": The Detriment of Stereotype Lift and Stereotype Threat in High-Achieving Asian and Black STEM Students.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418816658
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- Publication type:
- Article
8
Institutional Effects of Higher Education Acquisitions: The Case of Texas A&M School of Law.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418816092
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- Publication type:
- Article
9
Exploring Teachers' Emotions via Nonverbal Behavior During Video-Based Teacher Professional Development.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418819851
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- Publication type:
- Article
10
Mapping Inequalities in Local Political Representation: Evidence from Ohio School Boards.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418818074
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- Publication type:
- Article
11
Student-Teacher Race Congruence: New Evidence and Insight From Tennessee.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418817528
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- Publication type:
- Article
12
Validating and Adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM Courses at an HBCU.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418809346
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- Publication type:
- Article
13
Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418806863
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- Publication type:
- Article
14
Broadening Participation in STEM College Majors: Effects of Attending a STEM-Focused High School.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418806305
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- Publication type:
- Article
15
An Induced Successful Performance Enhances Student Self-Efficacy and Boosts Academic Achievement.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418806198
- By:
- Publication type:
- Article
16
The Long-Term Impact of Systemic Student Support in Elementary School: Reducing High School Dropout.
- Published in:
- AERA Open, 2018, v. 4, n. 4, p. 1, doi. 10.1177/2332858418799085
- By:
- Publication type:
- Article