Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 minutes to the…

We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with…

To help writing faculty learn the language of discourse communities across campus, we conducted faculty interviews as a first attempt to describe knowledge about disciplinary cultures, specifically with regard to writing. Based on the data received from the interviews about disciplinary definitions and characteristics of good writing and how…