Section on Social and Institutional Analysis:

Paul Skilton-Sylvester

Less Like a Robot: A Comparison of Change in an Inner-City School and a Fortune 500 Company
American Educational Research Journal 2003 40: 3-41. [Abstract] [PDF] [References]  

Gerald K. LeTendre, Barbara K. Hofer, and Hidetada Shimizu

What Is Tracking? Cultural Expectations in the United States, Germany, and Japan
American Educational Research Journal 2003 40: 43-89. [Abstract] [PDF] [References]  

Andrew Gitlin, Edward Buendía, Kristin Crosland, and Fode Doumbia

The Production of Margin and Center: Welcoming–Unwelcoming of Immigrant Students
American Educational Research Journal 2003 40: 91-122. [Abstract] [PDF] [References]  

Deirdre M. Kelly

Practicing Democracy in the Margins of School: The Teenage Parents Program as Feminist Counterpublic
American Educational Research Journal 2003 40: 123-146. [Abstract] [PDF] [References]  

Rodney T. Ogawa, Judith Haymore Sandholtz, Marilyn Martinez-Flores, and Samantha Paredes Scribner

The Substantive and Symbolic Consequences of a District’s Standards-Based Curriculum
American Educational Research Journal 2003 40: 147-176. [Abstract] [PDF] [References]  

Margaret E. Gredler and Carol Shields

Several Bridges Too Far: A Commentary on Richard S. Prawat’s "Dewey Meets the ‘Mozart of Psychology’ in Moscow: The Untold Story," in American Educational Research Journal, Fall 2000
American Educational Research Journal 2003 40: 177-187. [PDF] [References]  

Richard S. Prawat

Full Weight of Evidence as Opposed to Selective Emphasis: A Response to the Critique by Gredler and Shields
American Educational Research Journal 2003 40: 189-193. [PDF] [References]  

Section on Teaching, Learning, and Human Development:

Patricio G. Herbst

Using Novel Tasks in Teaching Mathematics: Three Tensions Affecting the Work of the Teacher
American Educational Research Journal 2003 40: 197-238. [Abstract] [PDF] [References]  

Douglas Macbeth

Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse
American Educational Research Journal 2003 40: 239-280. [Abstract] [PDF] [References]  

Bracha Kramarski and Zemira R. Mevarech

Enhancing Mathematical Reasoning in the Classroom: The Effects of Cooperative Learning and Metacognitive Training
American Educational Research Journal 2003 40: 281-310. [Abstract] [PDF] [References]  

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