This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their…

Integrity in student-teacher interaction is more likely when students and teachers tactfully disrupt the pacing of efficient, but fragmented lessons. Yet, teachers sometimes cling to fragmented, oversimplified definitions of knowledge, and defensively manage classroom behavior by controlling students' access to information. Ironically, adolescents…

This article examined teacher-student agreement on the measure: "bullies and kids they pick on" in 38 (15 first, 12 third, and 11 fifth grade) elementary school classrooms. Overall agreement between teachers and students was low, 7.9%. The frequency of bully-victim dyads reported by teachers and victim prominence were positive…

This article relates how the proposing, critiquing, iterating process of studio-based learning (SBL) provides for person-centered classroom management. SBL is defined in connection to how the pedagogy works within a school of architecture. Then, a description of how the approach is applied to one course in a teacher education program is offered.…

In this article, findings from a study of 150 10th-grade students attending 10 Boston public high schools are presented. Data obtained from surveys and interviews with the students in the study are used to illuminate how student perspectives on their school experiences can be used to strengthen reform efforts. Themes such as teacher-student…

Adolescents who live in urban settings regularly encounter a complex array of people and circumstances that require sophisticated decision-making skills. Using their personal standards, adolescents coordinate moral thoughts and emotions when deciding how to act. After defining what the author refers to as moral engagement, several empirical…

Children's joint production and maintenance of a peer culture in preschool settings is crucial to their development of a social identity. Theoreticians and researchers should consider what it is actually like to be a child to understand better how children's activities model and prepare them for the adult world. (Author/JL)

This article focuses on young children's perceptions of teachers and mothers and compares the perceptions of preschool and kindergarten children with respect to the roles of these important adults. It concludes that children's perceptions are socially constructed based on their experiences within the school setting. (Author/JL)

This article highlights several factors that contribute to the complexity of tasks facing teachers and students as they interact to construct everyday classroom teaching-learning events. Also explored are ways in which expectations are signaled verbally or nonverbally and consequences that follow students' attempts to read teachers' cues. (CB)

Draws on a motivational framework for examining the use of Learner-Centered Psychological Principles (LCPs) to improve middle school student's academic engagement and achievement. Surveys of 2,200 diverse middle school students indicated that students reported more positive forms of motivation and greater academic engagement when they perceived…

Describes a study that examined high-income and low-income middle schoolers' perceptions of teachers. Interviews indicated that social class was important in both groups' thinking. Low-income students were very attuned to teachers' attitudes toward them, and school was stressful for them as they were very much aware of their subordinate standing…

Discusses virtual online communities, probing claims about the Internet as a place for fostering democracy. The paper examines the democratic nature of computer conferencing in classrooms, focusing on a study of graduate students' online interactions. Results indicated that students were able to master the medium and act as responsible, equal…