Section on Social and Institutional Analysis:

William J. Carbonaro and Adam Gamoran

The Production of Achievement Inequality in High School English
American Educational Research Journal 2002 39: 801-827. [Abstract] [PDF] [References]  

Motoko Akiba, Gerald K. LeTendre, David P. Baker, and Brian Goesling

Student Victimization: National and School System Effects on School Violence in 37 Nations
American Educational Research Journal 2002 39: 829-853. [Abstract] [PDF] [References]  

Carla O’Connor

Black Women Beating the Odds From One Generation to the Next: How the Changing Dynamics of Constraint and Opportunity Affect the Process of Educational Resilience
American Educational Research Journal 2002 39: 855-903. [Abstract] [PDF] [References]  

Section on Teaching, Learning, and Human Development:

Laura Billings and Jill Fitzgerald

Dialogic Discussion and the Paideia Seminar
American Educational Research Journal 2002 39: 907-941. [Abstract] [PDF] [References]  

Noreen M. Webb, Kariane Mari Nemer, and Stephen Zuniga

Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students’ Science Assessment Performance
American Educational Research Journal 2002 39: 943-989. [Abstract] [PDF] [References]  

Anthony D. Pellegrini, Kentaro Kato, Peter Blatchford, and Ed Baines

A Short-term Longitudinal Study of Children’s Playground Games Across the First Year of School: Implications for Social Competence and Adjustment to School
American Educational Research Journal 2002 39: 991-1015. [Abstract] [PDF] [References]  

Alberto J Rodriguez and Chad Berryman

Using Sociotransformative Constructivism to Teach for Understanding in Diverse Classrooms: A Beginning Teacher’s Journey
American Educational Research Journal 2002 39: 1017-1045. [Abstract] [PDF] [References]  

Rochelle Gutiérrez

Beyond Essentialism: The Complexity of Language in Teaching Mathematics to Latina/o Students
American Educational Research Journal 2002 39: 1047-1088. [Abstract] [PDF] [References]  

Bruce VanSledright

Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past
American Educational Research Journal 2002 39: 1089-1115. [Abstract] [PDF] [References]  

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