Turning the question of "what works" in education on its head, this book, which is a volume of "Review of Research in Education," digs into recent salient research that examines learning contexts within critical literacy, scientific literacy, and teacher education. Highlighting the importance of leveraging current research to explore ways in which education institutions (both K-12 and higher education) can structure positive learning environments for diverse students, this volume addresses elements in research that explore how diverse students learn in different and distinctive environments. The book contains the following papers: (1) Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching (Elizabeth Birr Moje; consulting editor Donna Alvermann); (2) Resisting Unlearning: Understanding Science Education's Response to the United States's National Accountability Movement (Sherry A. Southerland, Leigh K. Smith, Scott P. Sowell, and Julie M. Kittleson; consulting editor Ronald Anderson); (3) Queering Foundations: Queer and Lesbian, Gay, Bisexual, and Transgender Educational Research (Cris Mayo; consulting editor Catherine A. Lugg); (4) Contesting the Model Minority and Perpetual Foreigner Stereotypes: A Critical Review of Literature on Asian Americans in Education (Jennifer C. Ng, Sharon S. Lee, and Yoon K. Pak; consulting editor Kevin Kumashiro); (5) Policies on Free Primary and Secondary Education in East Africa: Retrospect and Prospect (Moses Oketch and Cain Rolleston; consulting editor Julia Preece); (6) Equality and Justice for All? Examining Race in Education Scholarship (Bryan McKinley Jones Brayboy, Angelina E. Castagno, and Emma Maughan; consulting editor Michele S. Moses); and (7) A Selected History of Social Justice in Education (Joy Ann Williamson, Lori Rhodes, and Michael Dunson; consulting editor James D. Anderson).