Submissions from 2022
Transhiphop Pedagogy and Epistemic Disobedience in Senegal, Noella Binda Niati and Payal Pradip Shah Ph.D.
Designing MOOCs with LITTLE, Hengtao Tang and Yingxiao Qian Ph.D.
Submissions from 2021
Latent Class Analysis of K-12 Teachers’ Barriers to Implementing OER, Hengtao Tang Ph.D. and Yu Bao
Improving K-12 Teachers’ Acceptance of Open Educational Resources by Open Educational Practices: A Mixed Methods Inquiry, Hengtao Tang, Yu-Ju Lin, and Yingxiao Qian
Massive Open Online Courses for Professional Certificate Programs? Perspectives on Professional Learners’ Longitudinal Participation Patterns, Hengtao Tang Ph.D. and Wanli Xing
Submissions from 2019
School Development in Culturally Diverse U.S. Schools: Balancing Evidence-Based Policies and Education Values, Rose Ylimaki and Lynnette Brunderman
Submissions from 2017
Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership, Michael Uljens and Rose Ylimaki
Curriculum Theory, Didaktik, and Educational Leadership: Reflections on the Foundations of the Research Program, Rose Ylimaki and Michael Uljens