This three-phase, two-method qualitative study explored and identified policies, programs, and practices that school-site administrators perceived as most effective in reengaging at-risk students emotionally, behaviorally, and cognitively at 10 California Model Continuation High Schools (MCHS). Eccles' expectancy-value theoretical framework was…

This article reports on a qualitative case study that explored the literacy and disciplinary experiences of 4 Taiwanese/Chinese students learning to write in a US graduate TESOL program. A combination of writing research methods was employed--case study techniques of interview and document collection, combined with discourse and text analysis of…

This article describes an attempt to bring disciplinary historical inquiry into the social studies classroom. This work emerges from a five-school 6-month intervention in San Francisco, "Reading like a Historian", which found main effects for student learning across four quantitative measures: historical thinking, factual knowledge,…

The purpose of this study was to discover what teaching strategies were utilized by Special Day Class (SDC) teachers to prepare their 9-12 grade students to pass a course in Algebra 1 and the mathematics section of the California High School Exit Exam (CAHSEE). This study used a mixed methodology involving a quantitative survey and qualitative…