This article examines urban school-university partnership research after No Child Left Behind. Central to the review is an analysis in the trend of research methods utilized across studies. It was found that many studies are single-case studies or anecdotal. There are few quantitative, sustained qualitative, or mixed-methods studies represented in…

Technological advances in the last decade have impacted delivery methods of university courses. More and more courses are offered in a variety of formats. While academic rigor is a term often used, its definition is less clear. This mixed-methods study explored graduate student conceptions of rigor in the online learning environment embedded…

This study focuses on pre-service teachers' perspectives regarding how the process of completing the Performance Assessment for California Teachers (PACT) affected them academically, professionally, and personally. Two cohorts participated in this year-two study. Pre-service teachers' perspectives were acquired using a survey instrument comprised…

Since the passage of the No Child Left Behind Act (2001), districts, schools, and educators are pressured to collect, analyze and report data annually regarding student performance. If high-stakes assessments are to be useful tools for educators in their classrooms, the data need to be applicable in conveying meaningful instructional information…