This paper makes a conceptual argument for using the Decoding the Disciplines research paradigm as a pedagogical innovation in the field of teacher education. It incorporates empirical findings from a research project in which teacher candidates conduct Decoding interviews to deepen understanding of historical thinking and learn pedagogical…

Background: In recent years, scholars and educators have criticized exclusionary language ideologies and policies within international schools. International schools often emphasize proficiency in English as a language of power instead of valuing students' and teachers' dynamic multilingual practices. Focus of Study: Although oppressive language…

This article offers a detailed study of one child's relationships to Israel from kindergarten (2012-2013 academic year) through 7th grade (2019-2020 academic year). By tracing Avigail over the course of eight years, I argue that children do not develop "a relationship" with Israel but rather many different relationships over time. Using…

How are religiously based eating regulations navigated in kindergarten, and how does the pedagogical context influence the children's understandings of religion and nationality? This article builds on a qualitative case study involving observations and group interviews with children in a Norwegian kindergarten. At mealtimes, some children ate…

This 3-wave longitudinal study explored the complex ways in which students' motivation (motivational attitudes and beliefs), relationships with teachers (closeness, conflict, and dependency), and academic achievement (reading comprehension and math performance) inform one another from kindergarten through 6th grade. The sample included students (N…

This study provides the first causal analysis of the impact of expanding Computer Science (CS) education in U.S. K-12 schools on students' choice of college major and early career outcomes. Utilizing rich longitudinal data from Maryland, we exploit variation from the staggered rollout of CS course offerings across high schools. Our findings…

In the past, physical barriers such as geography and distance limited global communication. In this paper, we explore how young children in immigrant families engage in transnational literacy practices. Specifically, we explore the transnational funds of knowledge that result from those experiences. This three-year longitudinal collective case…

Providing opportunities for elementary students to engage with enduring social issues, such as houselessness, is essential in preparing informed, engaged, and social justice-oriented citizens. This article draws from the following standards: (1) C3 Framework for Social Studies Standards that center inquiry; (2) Learning for Justice's Social…

This article reports on our use of a "deaf lens" in adapting video-cued multivocal ethnography for the "Deaf Kindergartens in Three Countries: Japan, France, and the United States" project. Beginning with a discussion of how this "deaf lens" shaped the design of the study, research questions, and methodology, the…

The worldwide school closures due to the Coronavirus (COVID)-19 pandemic that began in the spring of 2020 caused a disruption to educational systems (Bao et al., 2020; Engzell et al., 2021; Masonbrink & Hurley, 2020; Munir, 2021; United Nations International Children's Emergency Fund, 2020). The pandemic created a dilemma in which school…

During an eight month period in 2019 the researchers conducted case study classroom-based observations and pursued conversations with ten study abroad participants from four Fulbright-Hays study abroad programs (India, South Korea, Israel, SeneGambia). Observing, documenting and reflecting on the translation of global to local and local to global…

Lifelong learning (LLL) became a basis for education policies in the 21st century. The GLLI (Global Lifelong Learning Index) ranks countries based on their performance in LLL (Kim, 2016). The present paper aims to compare a successful country (Germany) with a mid-performing country (Hungary) in two ways: (1) by comparing the two countries'…

In this article, the authors present a qualitative study focused on preservice teachers employing a framework using tenets of critical race theory (CRT)--permanence of racism, experiential knowledge and counter-storytelling, interest convergence, and critique of liberalism--in literature study. Drawing on critical English education, critical race…

Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and…

Researchers have proposed integration as an approach to effectively teach social studies in primary grades. Many teachers integrate by teaching social studies content and skills during time allocated for other subjects, such as literacy, science, or math. Integration clearly uses time efficiently to allow for more social studies content. However,…