Submissions from 2023
Student, Classroom, and Teacher Factors Associated With Teachers’ Attunement to Bullies and Victims, Molly Dawes Ph.D., Angela Starrett, Kate Norwalk, Jill Hamm, and Thomas Farmer
Submissions from 2021
Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model, Thomas W. Farmer, Brittany I. Sterrett, Kate E. Norwalk, Chen-Chih Chen, Molly Dawes Ph.D., Jill V. Hamm, David L. Lee, and Adaline G. Farmer
Adolescent Victim Types Across the Popularity Status Hierarchy: Differences in Internalizing Symptoms, Sarah T. Malamut, Molly Dawes, Yvonne van den Berg, Tessa A.M. Lansu, David Schwartz, and Antonius H.N. Cillessen
Adolescent Victim Types Across the Popularity Status Hierarchy: Differences in Internalizing Symptoms, Sarah T. Malamut, Molly Dawes Ph.D., Yvonne van den Berg, Tessa A. Lansu, David Schwartz, and Antonius H.N. Cillessen
Submissions from 2019
Language Nests on the Move: The Case of Võro Pre-Primary Education in Estonia, Kara D. Brown and Mariko Faster
Submissions from 2010
Comparative Studies Research, Kara Brown
Lau v. Nichols, Kara Brown
Rural Education, Kara Brown
Single Sex Schools, Kara Brown
Teachers as Language-Policy Actors: Contending with the Erasure of Lesser-Used Languages in Schools, Kara Brown
Taba, Hilda (1902–1967), Kara Brown and Edgar Krull
Submissions from 2009
Review of “Sustaining Linguistic Diversity: Endangered and Minority Languages and Language Varieties”, Kara Brown