Four-Year Index of Equity & Excellence In Education: 2004–2007, Volumes 37–40

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EQUITY & EXCELLENCE IN EDUCATION, 41(4), 544–559, 2008Copyright C© University of Massachusetts Amherst School of EducationISSN: 1066-5684 print / 1547-3457 onlineDOI: 10.1080/10665680802397541

Four-Year Index of Equity & Excellence In Education:2004–2007, Volumes 37–40

We offer these indices as a service to our readers. Please note that we published an 11-yearcumulative index (1993–2003) of our articles in Volume 37, Number 4 (November 2004). Thecurrent listings cover the next four years of Equity & Excellence in Education’s publishing history.

AUTHOR INDEX

Author(s) Title Vol. No. Page

11-Year Cumulative Index of Equity &Excellence in Education: 1993–2003,Volumes 26–36

37 4 384

External Peer Reviewers: 2003–2004 37 4 319External Peer Reviewers: 2004–2005 38 4 267External Peer Reviewers: 2005–2006 39 4 289External Peer Reviewers: 2006–2007 40 4 279

Adams, M., Briggs, R. R., Catalano, D. C.,Whitlock, E. R., and Williams, T.

Review of the Year’s Publications for 2004:Social Justice Education

38 4 342

Alkins, K., Banks-Santilli, L., Elliott, P.,Guttenberg, N., and Kamii, M.

Project Quest: A Journey of Discovery withBeginning Teachers in Urban Schools

39 1 65

Allen, S. D., Runell, M., Varghese, R., andWilliams, T. O., with Adams, M., andWhitlock, E. R.


37 4 360

Alonzo, J., Bushey, L., Gardner, D.,Hasazi, S., Johnstone, C., and Miller, P.

25 Hours in Family: How Family InternshipsCan Help School Leaders Transform fromWithin

39 2 127

Andre-Bechely, L. The Goals of a Voluntary IntegrationProgram and the Problems of Access: ACloser Look at a Magnet SchoolApplication Brochure

37 3 302

Bejoian, L. M., and Reid, D. K. A Disability Studies Perspective on the BushEducation Agenda: The No Child LeftBehind Act of 2001

38 3 220

Bell, C. A., Horn, B. R., and Roxas, K. C. We Know It’s Service, But What are TheyLearning? Preservice Teachers’Understandings of Diversity

40 2 123

Berger, J. B., and Thanh, D. V. Leading Organizations for Universal Design 37 2 124Bernacchio, C., Ross, F., Washburn, K. R.,

Whitney, J., and Wood, D. R.Faculty Collaboration to Improve Equity,

Access, and Inclusion in Higher Education40 1 56

Biklen, D., and Burke, J. Presuming Competence 39 2 166

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4-YEAR INDEX OF EQUITY & EXCELLENCE IN EDUCATION 545


Blumenfeld, W. J. Christian Privilege and the Promotion of“Secular” and Not-So-“Secular” MainlineChristianity in Public Schooling and in theLarger Society

39 3 195

Boyle-Baise, M., and Langford, J. There are Children Here: Service Learning forSocial Justice

37 1 55

Boyle-Baise, M., Bridgwaters, B.,Brinson, L., Hiestand, N., Johnson, B.,and Wilson, P.

Improving the Human Condition: Leadership forJustice-Oriented Service-Learning

40 2 113

Bray, P. M. Young Women Majoring in Mathematics andElementary Education: A Perspective onEnacting Liberatory Pedagogy

37 1 44

Briggs, R. R., Catalano, D. C., Nunez, J.,Wagner, R. L., Whitlock, E. R., andAdams, M.


39 4 345

Broderick, A. A., and Kasa-Hendrickson,C.

“I am Thinking that Speech is Asinine”:Narrating Complexities and Rethinking theNotion of “Independence” in Communication

39 2 176

Brown, E. L. Service-Learning in a One-Year AlternativeRoute to Teacher Certification: A PowerfulMulticultural Teaching Tool

38 1 61

Brown, K. M. Assessing Preservice Leaders’ Beliefs,Attitudes, and Values Regarding Issues ofDiversity, Social Justice, and Equity: AReview of Existing Measures

37 4 332

Brown, K. M. Social Justice Education for Preservice Leaders:Evaluating Transformative LearningStrategies

38 2 155

Butin, D. W. Justice-Learning: Service-Learning asJustice-Oriented Education

40 2 177

Cammarota, J. A Social Justice Approach to Achievement:Guiding Latina/o Students towardEducational Attainment with a Challenging,Socially Relevant Curriculum

40 1 87

Campbell, D. M. Assistive Technology and UniversalInstructional Design: A PostsecondaryPerspective

37 2 167

Carlisle, L. R., Jackson, B. W., andGeorge, A.

Principles of Social Justice Education: TheSocial Justice Education in Schools Project

39 1 55

Castagno, A. E., and Lee, S. J. Native Mascots and Ethnic Fraud in HigherEducation: Using Tribal Critical Race Theoryand the Interest Convergence Principle as anAnalytic Tool

40 1 3

Clandinin, D. J., and Raymond, H. Note on Narrating Disability 39 2 101Connor, D. J. Michael’s Story: “I Get into so Much Trouble

Just by Walking”: Narrative Knowing andLife at the Intersections of LearningDisability, Race, and Class

39 2 154

Cuban, S., and Anderson, J. B. Where’s the Justice in Service-Learning?Institutionalizing Service-Learning from aSocial Justice Perspective at a JesuitUniversity

40 2 144

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546 4-YEAR INDEX OF EQUITY & EXCELLENCE IN EDUCATION


DeBray, E. “The Equitable Powers of the Judge”: TheConflict between No Child Left Behind andCourt-Ordered Desegregation in RichmondCounty, Georgia

37 3 264

DeCuir-Gunby, J. T. Negotiating Identity in a Bubble: A CriticalRace Analysis of African American HighSchool Students’ Experiences in an Elite,Independent School

40 1 26

Del Prete, T. Equity and Effectiveness: Challenge andPromise in a Tale of Two Schools and aPartnership

39 1 47

Dolan, J. H., and Messner, B. Book Review: Defending the CommunityCollege Equity Agenda

40 3 274

Dolan, J., Ehrlich, R., McIntosh, D. R.,Whitlock, E. R., and Adams, M.

Review of the Year’s Publication for 2006:Social Justice Education

40 4 331

Donahoo, S. Derailing Desegregation: Legal Efforts to EndRacial Segregation in Higher EducationBefore and After Brown

39 4 291

Dunbar, C., and Villarruel, F. A. What A Difference the Community Makes:Zero Tolerance Policy Interpretation andImplementation

37 4 351

Duquaine-Watson, J. M. “Pretty Darned Cold”: Single Mother Studentsand the Community College Climate inPost-Welfare Reform America

40 3 229

Eckes, S. E. The 50th Anniversary of Brown: Is there anyReason to Celebrate?

37 3 219

Evans, C., Arnot-Hopffer, E., andJurich, D.

Making Ends Meet: Bringing BilingualEducation and Mainstream Students Togetherin Preservice Teacher Education

38 1 75

Ference, R. A., and Bell, S. A Cross-Cultural Immersion in the U.S.:Changing Preservice Teacher Attitudestoward Latino ESOL Students

37 4 343

Flores, A., and Rodriguez, C. M. University Faculty Attitudes on AffirmativeAction Principles toward Faculty andStudents

39 4 303

Freeman, E. No Child Left Behind and the Denigration ofRace

38 3 190

Friedman, A. A., and Wallace, E. K. Crossing Borders: Developing an InnovativeCollaboration to Improve the Preparation ofHigh School English Teachers

39 1 15

Furumoto, R. No Poor Child Left Unrecruited: How NCLBCodifies and Perpetuates Urban SchoolMilitarism

38 3 200

Garavuso, V. “Everything Could be Just as Equal”:Working-Class Teachers in PrivilegedNursery Schools

40 1 67

Gerstl-Pepin, C. I., andWoodside-Jiron, H.

Tensions between the “Science” of Reading anda “Love of Learning”: One High-PovertySchool’s Struggle with NCLB

38 3 232

Godfrey, P. “Sweet Little [White] Girls”? Sex and FantasyAcross the Color Line and the Contestationof Patriarchal White Supremacy

37 3 204

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Gonzalez, J. C. Surviving the Doctorate and Thriving as Faculty:Latina Junior Faculty Reflecting on TheirDoctoral Studies Experiences

40 4 291

Gordy, L. L., Hogan, J., and Pritchard, P. Assessing “Herstory” of WWII: ContentAnalysis of High School History Textbooks

37 1 80

Greenfield, D. Shifting from Sexual Orientation to RelationalOrientation: A Discursive Move withTheoretical and Pedagogical Benefits

38 4 309

Gregory, A., and Mosely, P. M. The Discipline Gap: Teachers’ Views on theOver-Representation of African AmericanStudents in the Discipline System

37 1 18

Guiffrida, D. To Break Away or Strengthen Ties to Home: AComplex Issue for African American CollegeStudents Attending a Predominantly WhiteInstitution

38 1 49

Haas, E., Wilson, G., Cobb, C., andRallis, S.

One Hundred Percent Proficiency: A MissionImpossible

38 3 180

Hackman, H. Book Review: Open Minds to Equality: ASourcebook of Learning Activities to AffirmDiversity and Promote Equity

40 4 348

Hackman, H. W. Five Essential Components for Social JusticeEducation

38 2 103

Hackman, H. W., and Rauscher, L. A Pathway to Access for All: Exploring theConnections between Universal InstructionalDesign and Social Justice Education

37 2 114

Hamako, E. For the Movement: Community EducationSupporting Multiracial Organizing

38 2 145

Harbour, C. P., and Jaquette, O. Advancing an Equity Agenda at the CommunityCollege in an Age of Privatization,Performance Accountability, andMarketization

40 3 197

Harley, D. A. Book Review: Moving Beyond the Politics ofExclusion of Sexual Minorities in Schools(Sexual Orientation & School Policy: APractical Guide for Teachers, Administrators,and Community Activists)

38 4 381

Heilman, E. E. Hoosiers, Hicks, and Hayseeds: TheControversial Place of Marginalized EthnicWhites in Multicultural Education

37 1 67

Hof, D. D., Lopez, S. T., Dinsmore, J. A.,Baker, J., McCarty, W. L., and Tracy,G.

The Platte River Corridor Project: AUniversity/K-12 Collaboration to Meet theNeeds of Latino Students

40 4 321

Holme, J. J., Wells, A. S., and Revilla, A.T.

Learning through Experience: What GraduatesGained by Attending Desegregated HighSchools

38 1 14

Holmes, G. G., and Clarke, S. To Choose or not to Choose: Equity inConnecticut in the Wake of Sheff v. O’Neill

38 1 3

Jimerson, L. Placism in NCLB—How Rural Children areLeft Behind

38 3 211

Johnson, J. R. Universal Instructional Design and Critical(Communication) Pedagogy: Strategies forVoice, Inclusion, and Social Justice/Change

37 2 145

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Joshi, K. Y. The Racialization of Hinduism, Islam, andSikhism in the United States

39 3 211

Kainz, K., and Aikens, N. L. Governing the Family through Education: AGenealogy on the Home/School Relation

40 4 301

Koerner, M. E., with Abdul-Tawwab, N. Using Community as a Resource for TeacherEducation: A Case Study

39 1 37

Kosobud, N. K. Book Review: Understanding Special Educationfrom Multiple Conceptual Perspectives: AReview (Challenging Orthodoxy in SpecialEducation: Dissenting Voices)

38 4 376

Kraft, M. Toward a School-Wide Model of Teaching forSocial Justice: An Examination for the BestPractices of Two Small Public Schools

40 1 77

Larson, L. M. The Necessity of Feminist Pedagogy in aClimate of Political Backlash

38 2 135

Lee, S. Selective Parent Participation: Structural andCultural Factors that Influence SchoolParticipation among Korean Parents

38 4 299

Livingston, C. H. Book Review: Increasing Faculty Diversity: TheOccupational Choices of High-AchievingMinority Students

37 4 379

Love, B. J. Brown Plus 50 Counter-Storytelling: A CriticalRace Theory Analysis of the “MajoritarianAchievement Gap” Story

37 3 227

Lubienski, C. School Choice as a Civil Right: DistrictResponses to Competition and EqualEducational Opportunity

38 4 331

MacDonald-Dennis, C. Understanding Anti-Semitism and its Impact: ANew Framework for Conceptualizing JewishIdentity

39 3 267

Macgillivray, I. K. Shaping Democratic Identities and BuildingCitizenship Skills through Student Activism:Mexico’s First Gay-Straight Alliance

38 4 320

Marshall, J. M. Nothing New Under the Sun: A HistoricalOverview of Religion in U.S. Public Schools

39 3 181

Marx, S. Regarding Whiteness: Exploring andIntervening in the Effects of White Racism inTeacher Education

37 1 31

McKie, F. Heather at the Neurologist’s 39 2 115Mickelson, R. A., and Southworth, S. When Opting Out is Not a Choice: Implications

for NCLB’s Transfer Option from Charlotte,North Carolina

38 3 249

Mino, J. J. Planning for Inclusion: Using UniversalInstructional Design to Create aLearner-Centered Community CollegeClassroom

37 2 154

Mitchell, D. D. Flashcard: Alternating between Visible andInvisible Identities

39 2 137

Mitchell, T. D. Critical Service-Learning as Social JusticeEducation: A Case Study of the CitizenScholars Program

40 2 101

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Moore, J. R. 50 Years after Brown: Segregation in theMiami-Dade County Public Schools

37 3 289

Moore, J. R. Teaching about Islam in Secondary Schools:Curricular and Pedagogical Considerations

39 3 279

Moran, P. W. Difficult from the Start: Implementing theBrown Decision in the Kansas City, MissouriPublic Schools

37 3 278

Moriarty, M. A. Inclusive Pedagogy: Teaching Methodologies toReach Diverse Learners in Science Instruction

40 3 252

Murrell, P. C. Toward Social Justice in Urban Education: AModel of Collaborative Cultural Inquiry inUrban Schools

39 1 81

Ngai, P. B. A Reinforcing Curriculum and Program ReformProposal for 21st Century Teacher Education:Vital First Steps for Advancing K-12Multicultural Education

37 4 321

Niesz, T. Beneath the Surface: Teacher Subjectivities andthe Appropriation of Critical Pedagogies

39 4 335

Osei-Kofi, N. Book Review: Pathologizing the Poor: AFramework for Understanding Ruby Payne’sWork (A Framework for UnderstandingPoverty, 3rd rev. ed.)

38 4 367

Ouellett, M. L. Faculty Development and UniversalInstructional Design

37 2 135

Parsons, E. C. From Caring as a Relation to CulturallyRelevant Caring: A White Teacher’s Bridge toBlack Students

38 1 25

Pliner, S. M., and Johnson, J. R. Historical, Theoretical, and FoundationalPrinciples of Universal Instructional Designin Higher Education

37 2 105

Prentice, M. Social Justice through Service Learning:Community Colleges as Ground Zero

40 3 266

Ramos, L. Y. Dismantling Segregation Together:Interconnections between the Mendez v.Westminster (1946) and Brown v. Board ofEducation (1954) School Segregation Cases

37 3 247

Rubin, B. C., and Noguera, P. A. Tracking Detracking: Sorting through theDilemmas and Possibilities of Detracking inPractice

37 1 92

Sanchez, T. R. The Depiction of Native Americans in Recent(1991–2004) Secondary American HistoryTextbooks: How Far Have We Come?

40 4 311

Santora, E. D. Book Review: World Class: Teaching andLearning in Global Times

37 4 377

Sapon-Shevin, M. Book Review: Putting the Movement Back intoCivil Rights Teaching

37 4 381

Schmidt, S. L. More than Men in White Sheets: SevenConcepts Critical to the Teaching of Racismas Systemic Inequality

38 2 110

Schniedewind, N. “There ain’t no White People Here!”: TheTransforming Impact of Teachers’ RacialConsciousness on Students and Schools

38 4 280

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Schultz, B. D. “Not Satisfied with Stupid Band-Aids”: APortrait of a Justice-Oriented, DemocraticCurriculum Serving a DisadvantagedNeighborhood

40 2 166

Shirley, D. The Massachusetts Coalition for Teacher Qualityand Student Achievement: An Introduction

39 1 4

Shirley, D., Hersi, A., MacDonald, E.,Sanchez, M. T., Scandone, C.,Skidmore, C., and Tutwiler, P.

Bringing the Community Back in: Change,Accommodation, and Contestation in aSchool and University Partnership

39 1 27

Shlasko, G. D. Queer (v.) Pedagogy 38 2 123Sleeter, C., Hughes, B., Meador, E.,

Whang, P., Rogers, L., Blackwell, K.,Laughlin, P., and Peralta-Nash, C.

Working an Academically Rigorous,Multicultural Program

38 4 290

Smith, B. Accessing Social Capital through the AcademicMentoring Process

40 1 36

Smith, R., and Leonard, P. Collaboration for Inclusion: PractitionerPerspectives

38 4 269

Solis, S. I’m “Coming Out” as Disabled, but I’m“Staying in” to Rest: Reflecting on Electedand Imposed Segregation

39 2 146

Souto-Manning, M., and Ray, N. Beyond Survival in the Ivory Tower: Black andBrown Women’s Living Narratives

40 4 280

Staiger, A. Recreating Blackness-as-Failure throughEducational Reform? A Case Study of aCalifornia Partnership Academy

38 1 35

Steeves, P. Sliding Doors—Opening Our World 39 2 105Subedi, B. Preservice Teachers’ Beliefs and Practices:

Religion and Religious Diversity39 3 227

Swaminathan, R. Educating for the “Real World”: The HiddenCurriculum of Community Service-Learning

40 2 134

Teranishi, R. T. Yellow and Brown: Emerging Asian AmericanImmigrant Populations and ResidentialSegregation

37 3 255

Teyes, R. Struggle, Practice, and Possibility: LessonsLearned from Marginalized Women ofMexican Descent in Their First Year ofCollege through the CAMP Program

40 3 218

Townsend, B. K., and Twombly, S. B. Accidental Equity: The Status of Women in theCommunity College

40 3 208

Valle, J. W., Solis, S., Volpitta, D., andConnor, D. J.

The Disability Closet: Teachers with LearningDisabilities Evaluate the Risks and Benefits of“Coming Out”

37 1 4

Van Handle, D. C. Universal Instructional Design and WorldLanguages

37 2 161

Voithofer, R., and Foley, A. Digital Dissonances: Structuring Absences inNational Discourses on Equity andEducational Technologies

40 1 14

Wade, R. C. Service-Learning for Social Justice in theElementary Classroom: Can We Get Therefrom Here?

40 2 156

Ware, L. Diego’s Life Without Her 39 2 124

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Warren, K. A Path Worth Taking: The Development ofSocial Justice in Outdoor ExperientialEducation

38 1 89

Welner, K. G. Can Irrational Become Unconstitutional?NCLB’s 100% Presuppositions

38 3 171

Welner, K. G., and Weitzman, D. Q. The Soft Bigotry of Low Expenditures 38 3 242Whitlock, E. R. Getting Ready for the Future of Brown v. Board

of Education37 3 181

Wiest, L. R., Abernathy, T. V.,Obenchain, K. M., and Major, E. M.

Researcher Study Thyself: AERA Participants’Speaking Times and Turns by Gender

39 4 313

Wiest, L. R., Higgins, H. J., and Frost,J. H.

Quantitative Literacy for Social Justice 40 1 47

Wingfield, M. Arab Americans: Into the MulticulturalMainstream

39 3 253

Yu, T. Challenging the Politics of the “ModelMinority” Stereotype: A Case for EducationalEquality

39 4 325

Zamani-Gallaher, E. M. The Confluence of Race, Gender, and Classamong Community College Students:Assessing Attitudes toward AffirmativeAction in College Admissions

40 3 241

Zine, J. Unveiling Sentiments: Gendered Islamophobiaand Experiences of Veiling among MuslimGirls and Canadian Islamic School

39 3 239

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TITLE INDEX


Garavuso, V. “Everything Could be Just as Equal”:Working-Class Teachers in PrivilegedNursery Schools

40 1 67

Broderick, A. A., and Kasa-Hendrickson, C. “I am Thinking that Speech is Asinine”:Narrating Complexities and Rethinking theNotion of “Independence” inCommunication

39 2 176

Schultz, B. D. “Not Satisfied with Stupid Band-Aids”: APortrait of a Justice-Oriented, DemocraticCurriculum Serving a DisadvantagedNeighborhood

40 2 166

Duquaine-Watson, J. M. “Pretty Darned Cold”: Single MotherStudents and the Community CollegeClimate in Post-Welfare Reform America

40 3 229

Godfrey, P. “Sweet Little [White] Girls”? Sex andFantasy Across the Color Line and theContestation of Patriarchal WhiteSupremacy

37 3 204

DeBray, E. “The Equitable Powers of the Judge”: TheConflict between No Child Left Behind andCourt-Ordered Desegregation inRichmond County, Georgia

37 3 264

Schniedewind, N. “There ain’t no White People Here!”: TheTransforming Impact of Teachers’ RacialConsciousness on Students and Schools

38 4 280

11-Year Cumulative Index of Equity &Excellence in Education: 1993–2003,Volumes 26–36

37 4 384

Alonzo, J., Bushey, L., Gardner, D., Hasazi,S. Johnstone, C., and Miller, P.

25 Hours in Family: How Family InternshipsCan Help School Leaders Transform fromWithin

39 2 127

Moore, J. R. 50 Years after Brown: Segregation in theMiami-Dade County Public Schools

37 3 289

Ference, R. A., and Bell, S. A Cross-Cultural Immersion in the U.S.:Changing Preservice Teacher Attitudestoward Latino ESOL Students

37 4 343

Bejoian, L. M., and Reid, D. K. A Disability Studies Perspective on the BushEducation Agenda: The No Child LeftBehind Act of 2001

38 3 220

Warren, K. A Path Worth Taking: The Development ofSocial Justice in Outdoor ExperientialEducation

38 1 89

Hackman, H. W., and Rauscher, L. A Pathway to Access for All: Exploring theConnections between UniversalInstructional Design and Social JusticeEducation

37 2 114

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Ngai, P. B. A Reinforcing Curriculum and ProgramReform Proposal for 21st Century TeacherEducation: Vital First Steps for AdvancingK-12 Multicultural Education

37 4 321

Cammarota, J. A Social Justice Approach to Achievement:Guiding Latina/o Students towardEducational Attainment with aChallenging, Socially Relevant Curriculum

40 1 87

Smith, B. Accessing Social Capital through theAcademic Mentoring Process

40 1 36

Townsend, B. K., and Twombly, S. B. Accidental Equity: The Status of Women inthe Community College

40 3 208

Harbour, C. P., and Jaquette, O. Advancing an Equity Agenda at theCommunity College in an Age ofPrivatization, Performance Accountability,and Marketization

40 3 197

Wingfield, M. Arab Americans: Into the MulticulturalMainstream

39 3 253

Gordy, L. L., Hogan, J., and Pritchard, P. Assessing “Herstory” of WWII: ContentAnalysis of High School History Textbooks

37 1 80

Brown, K. M. Assessing Preservice Leaders’ Beliefs,Attitudes, and Values Regarding Issues ofDiversity, Social Justice, and Equity: AReview of Existing Measures

37 4 332

Campbell, D. M. Assistive Technology and UniversalInstructional Design: A PostsecondaryPerspective

37 2 167

Niesz, T. Beneath the Surface: Teacher Subjectivitiesand the Appropriation of CriticalPedagogies

39 4 335

Souto-Manning, M., and Ray, N. Beyond Survival in the Ivory Tower: Blackand Brown Women’s Living Narratives

40 4 280

Dolan, J. H., and Messner, B. Book Review: Defending the CommunityCollege Equity Agenda

40 3 274

Livingston, C. H. Book Review: Increasing Faculty Diversity:The Occupational Choices ofHigh-Achieving Minority Students

37 4 379

Harley, D. A. Book Review: Moving Beyond the Politics ofExclusion of Sexual Minorities in Schools(Sexual Orientation & School Policy: APractical Guide for Teachers,Administrators, and Community Activists)

38 4 381

Hackman, H. Book Review: Open Minds to Equality: ASourcebook of Learning Activities to AffirmDiversity and Promote Equity

40 4 348

Osei-Kofi, N. Book Review: Pathologizing the Poor: AFramework for Understanding RubyPayne’s Work (A Framework forUnderstanding Poverty, 3rd rev. ed.)

38 4 367

Sapon-Shevin, M. Book Review: Putting the Movement Back intoCivil Rights Teaching

37 4 381

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Kosobud, N. K. Book Review: Understanding SpecialEducation from Multiple ConceptualPerspectives: A Review (ChallengingOrthodoxy in Special Education: DissentingVoices)

38 4 376

Santora, E. D. Book Review: World Class: Teaching andLearning in Global Times

37 4 377

Shirley, D., Hersi, A., MacDonald, E.,Sanchez, M. T., Scandone, C., Skidmore,C., and Tutwiler, P.

Bringing the Community Back in: Change,Accommodation, and Contestation in aSchool and University Partnership

39 1 27

Love, B. J. Brown Plus 50 Counter-Storytelling: ACritical Race Theory Analysis of the“Majoritarian Achievement Gap” Story

37 3 227

Welner, K. G. Can Irrational Become Unconstitutional?NCLB’s 100% Presuppositions

38 3 171

Yu, T. Challenging the Politics of the “ModelMinority” Stereotype: A Case forEducational Equality

39 4 325

Blumenfeld, W. J. Christian Privilege and the Promotion of“Secular” and Not-So-“Secular” MainlineChristianity in Public Schooling and in theLarger Society

39 3 195

Smith, R., and Leonard, P. Collaboration for Inclusion: PractitionerPerspectives

38 4 269

Mitchell, T. D. Critical Service-Learning as Social JusticeEducation: A Case Study of the CitizenScholars Program

40 2 101

Friedman, A. A., and Wallace, E. K. Crossing Borders: Developing an InnovativeCollaboration to Improve the Preparationof High School English Teachers

39 1 15

Donahoo, S. Derailing Desegregation: Legal Efforts toEnd Racial Segregation in HigherEducation Before and After Brown

39 4 291

Ware, L. Diego’s Life Without Her 39 2 124Moran, P. W. Difficult from the Start: Implementing the

Brown Decision in the Kansas City,Missouri Public Schools

37 3 278

Voithofer, R., and Foley, A. Digital Dissonances: Structuring Absences inNational Discourses on Equity andEducational Technologies

40 1 14

Ramos, L. Y. Dismantling Segregation Together:Interconnections between the Mendez v.Westminster (1946) and Brown v. Board ofEducation (1954) School Segregation Cases

37 3 247

Swaminathan, R. Educating for the “Real World”: The HiddenCurriculum of CommunityService-Learning

40 2 134

Del Prete, T. Equity and Effectiveness: Challenge andPromise in a Tale of Two Schools and aPartnership

39 1 47

External Peer Reviewers: 2003–2004 37 4 319

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External Peer Reviewers: 2004–2005 38 4 267External Peer Reviewers: 2005–2006 39 4 289External Peer Reviewers: 2006–2007 40 4 279

Bernacchio, C., Ross, F., Washburn, K. R.,Whitney, J., and Wood, D. R.

Faculty Collaboration to Improve Equity,Access, and Inclusion in Higher Education

40 1 56

Ouellett, M. L. Faculty Development and UniversalInstructional Design

37 2 135

Hackman, H. W. Five Essential Components for Social JusticeEducation

38 2 103

Mitchell, D. D. Flashcard: Alternating between Visible andInvisible Identities

39 2 137

Hamako, E. For the Movement: Community EducationSupporting Multiracial Organizing

38 2 145

Parsons, E. C. From Caring as a Relation to CulturallyRelevant Caring: A White Teacher’sBridge to Black Students

38 1 25

Whitlock, E. R. Getting Ready for the Future of Brown v.Board of Education

37 3 181

Kainz, K., and Aikens, N. L. Governing the Family through Education: AGenealogy on the Home/School Relation

40 4 301

McKie, F. Heather at the Neurologist’s 39 2 115Pliner, S. M., and Johnson, J. R. Historical, Theoretical, and Foundational

Principles of Universal InstructionalDesign in Higher Education

37 2 105

Heilman, E. E. Hoosiers, Hicks, and Hayseeds: TheControversial Place of Marginalized EthnicWhites in Multicultural Education

37 1 67

Solis, S. I’m “Coming Out” as Disabled, but I’m“Staying in” to Rest: Reflecting on Electedand Imposed Segregation

39 2 146

Boyle-Baise, M., Bridgwaters, B., Brinson,L., Hiestand, N., Johnson, B., andWilson, P.

Improving the Human Condition: Leadershipfor Justice-Oriented Service-Learning

40 2 113

Moriarty, M. A. Inclusive Pedagogy: Teaching Methodologiesto Reach Diverse Learners in ScienceInstruction

40 3 252

Butin, D. W. Justice-Learning: Service-Learning asJustice-Oriented Education

40 2 177

Berger, J. B., and Thanh, D. V. Leading Organizations for Universal Design 37 2 124Holme, J. J., Wells, A. S., and Revilla, A. T. Learning through Experience: What

Graduates Gained by AttendingDesegregated High Schools

38 1 14

Evans, C., Arnot-Hopffer, E., and Jurich, D. Making Ends Meet: Bringing BilingualEducation and Mainstream StudentsTogether in Preservice Teacher Education

38 1 75

Connor, D. J. Michael’s Story: “I Get into so Much TroubleJust by Walking”: Narrative Knowing andLife at the Intersections of LearningDisability, Race, and Class

39 2 154

Schmidt, S. L. More than Men in White Sheets: SevenConcepts Critical to the Teaching ofRacism as Systemic Inequality

38 2 110

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Castagno, A. E., and Lee, S. J. Native Mascots and Ethnic Fraud in HigherEducation: Using Tribal Critical RaceTheory and the Interest ConvergencePrinciple as an Analytic Tool

40 1 3

DeCuir-Gunby, J. T. Negotiating Identity in a Bubble: A CriticalRace Analysis of African American HighSchool Students’ Experiences in an Elite,Independent School

40 1 26

Freeman, E. No Child Left Behind and the Denigration ofRace

38 3 190

Furumoto, R. No Poor Child Left Unrecruited: How NCLBCodifies and Perpetuates Urban SchoolMilitarism

38 3 200

Clandinin, D. J., and Raymond, H. Note on Narrating Disability 39 2 101Marshall, J. M. Nothing New Under the Sun: A Historical

Overview of Religion in U.S. Public Schools39 3 181

Haas, E., Wilson, G., Cobb, C., and Rallis,S.

One Hundred Percent Proficiency: A MissionImpossible

38 3 180

Jimerson, L. Placism in NCLB—How Rural Children areLeft Behind

38 3 211

Mino, J. J. Planning for Inclusion: Using UniversalInstructional Design to Create aLearner-Centered Community CollegeClassroom

37 2 154

Subedi, B. Preservice Teachers’ Beliefs and Practices:Religion and Religious Diversity

39 3 227

Biklen, D., and Burke, J. Presuming Competence 39 2 166Carlisle, L. R., Jackson, B. W., and

George, A.Principles of Social Justice Education: The

Social Justice Education in Schools Project39 1 55

Alkins, K., Banks-Santilli, L., Elliott, P.,Guttenberg, N., and Kamii, M.

Project Quest: A Journey of Discovery withBeginning Teachers in Urban Schools

39 1 65

Wiest, L. R., Higgins, H. J., and Frost, J. H. Quantitative Literacy for Social Justice 40 1 47Shlasko, G. D. Queer (v.) Pedagogy 38 2 123Staiger, A. Recreating Blackness-as-Failure through

Educational Reform? A Case Study of aCalifornia Partnership Academy

38 1 35

Marx, S. Regarding Whiteness: Exploring andIntervening in the Effects of White Racismin Teacher Education

37 1 31

Wiest, L. R., Abernathy, T. V., Obenchain,K. M., and Major, E. M.

Researcher Study Thyself: AERA Participants’Speaking Times and Turns by Gender

39 4 313

Allen, S. D., Runell, M., Varghese, R., andWilliams, T. O., with Adams, M., andWhitlock, E. R.


37 4 360

Adams, M., Briggs, R. R., Catalano, D. C.,Whitlock, E. R., and Williams, T.


38 4 342

Briggs, R. R., Catalano, D. C., Nunez, J.,Wagner, R. L., Whitlock, E. R., andAdams, M.


39 4 345

Dolan, J., Ehrlich, R., McIntosh, D. R.,Whitlock, E. R., and Adams, M.

Review of the Year’s Publication for 2006:Social Justice Education

40 4 331

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Lubienski, C. School Choice as a Civil Right: DistrictResponses to Competition and EqualEducational Opportunity

38 4 331

Lee, S. Selective Parent Participation: Structuraland Cultural Factors that InfluenceSchool Participation among KoreanParents

38 4 299

Wade, R. C. Service-Learning for Social Justice in theElementary Classroom: Can We GetThere from Here?

40 2 156

Brown, E. L. Service-Learning in a One-YearAlternative Route to TeacherCertification: A Powerful MulticulturalTeaching Tool

38 1 61

Macgillivray, I. K. Shaping Democratic Identities andBuilding Citizenship Skills throughStudent Activism: Mexico’s FirstGay-Straight Alliance

38 4 320

Greenfield, D. Shifting from Sexual Orientation toRelational Orientation: A DiscursiveMove with Theoretical and PedagogicalBenefits

38 4 309

Steeves, P. Sliding Doors—Opening Our World 39 2 105Brown, K. M. Social Justice Education for Preservice

Leaders: Evaluating TransformativeLearning Strategies

38 2 155

Prentice, M. Social Justice through Service Learning:Community Colleges as Ground Zero

40 3 266

Teyes, R. Struggle, Practice, and Possibility:Lessons Learned from MarginalizedWomen of Mexican Descent in TheirFirst Year of College through theCAMP Program

40 3 218

Gonzalez, J. C. Surviving the Doctorate and Thriving asFaculty: Latina Junior FacultyReflecting on Their Doctoral StudiesExperiences

40 4 291

Moore, J. R. Teaching about Islam in SecondarySchools: Curricular and PedagogicalConsiderations

39 3 279

Gerstl-Pepin, C. I., and Woodside-Jiron, H. Tensions between the “Science” ofReading and a “Love of Learning”:One High-Poverty School’s Strugglewith NCLB

38 3 232

Eckes, S. E. The 50th Anniversary of Brown: Is thereany Reason to Celebrate?

37 3 219

Zamani-Gallaher, E. M. The Confluence of Race, Gender, andClass among Community CollegeStudents: Assessing Attitudes towardAffirmative Action in CollegeAdmissions

40 3 241

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Sanchez, T. R. The Depiction of Native Americans in Recent(1991–2004) Secondary American HistoryTextbooks: How Far Have We Come?

40 4 311

Valle, J. W., Solis, S., Volpitta, D., andConnor, D. J.

The Disability Closet: Teachers withLearning Disabilities Evaluate the Risksand Benefits of “Coming Out”

37 1 4

Gregory, A., and Mosely, P. M. The Discipline Gap: Teachers’ Views on theOver-Representation of African AmericanStudents in the Discipline System

37 1 18

Andre-Bechely, L. The Goals of a Voluntary IntegrationProgram and the Problems of Access: ACloser Look at a Magnet SchoolApplication Brochure

37 3 302

Shirley, D. The Massachusetts Coalition for TeacherQuality and Student Achievement: AnIntroduction

39 1 4

Larson, L. M. The Necessity of Feminist Pedagogy in aClimate of Political Backlash

38 2 135

Hof, D. D., Lopez, S. T., Dinsmore, J. A.,Baker, J., McCarty, W. L., and Tracy, G.

The Platte River Corridor Project: AUniversity/K-12 Collaboration to Meet theNeeds of Latino Students

40 4 321

Joshi, K. Y. The Racialization of Hinduism, Islam, andSikhism in the United States

39 3 211

Welner, K. G., and Weitzman, D. Q. The Soft Bigotry of Low Expenditures 38 3 242Boyle-Baise, M., and Langford, J. There are Children Here: Service Learning

for Social Justice37 1 55

Guiffrida, D. To Break Away or Strengthen Ties to Home:A Complex Issue for African AmericanCollege Students Attending aPredominantly White Institution

38 1 49

Holmes, G. G., and Clarke, S. To Choose or not to Choose: Equity inConnecticut in the Wake of Sheff v. O’Neill

38 1 3

Kraft, M. Toward a School-Wide Model of Teaching forSocial Justice: An Examination for the BestPractices of Two Small Public Schools

40 1 77

Murrell, P. C. Toward Social Justice in Urban Education: AModel of Collaborative Cultural Inquiry inUrban Schools

39 1 81

Rubin, B. C., and Noguera, P. A. Tracking Detracking: Sorting through theDilemmas and Possibilities of Detracking inPractice

37 1 92

MacDonald-Dennis, C. Understanding Anti-Semitism and its Impact:A New Framework for ConceptualizingJewish Identity

39 3 267

Johnson, J. R. Universal Instructional Design and Critical(Communication) Pedagogy: Strategies forVoice, Inclusion, and Social Justice/Change

37 2 145

Van Handle, D. C. Universal Instructional Design and WorldLanguages

37 2 161

Flores, A., and Rodriguez, C. M. University Faculty Attitudes on AffirmativeAction Principles toward Faculty andStudents

39 4 303

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Zine, J. Unveiling Sentiments: GenderedIslamophobia and Experiences of Veilingamong Muslim Girls and Canadian IslamicSchool

39 3 239

Koerner, M. E., with Abdul-Tawwab, N. Using Community as a Resource for TeacherEducation: A Case Study

39 1 37

Bell, C. A., Horn, B. R., and Roxas, K. C. We Know it’s Service, But What are TheyLearning? Preservice Teachers’Understandings of Diversity

40 2 123

Dunbar, C., and Villarruel, F. A. What A Difference the Community Makes:Zero Tolerance Policy Interpretation andImplementation

37 4 351

Mickelson, R. A., and Southworth, S. When Opting Out is Not a Choice:Implications for NCLB’s Transfer Optionfrom Charlotte, North Carolina

38 3 249

Cuban, S., and Anderson, J. B. Where’s the Justice in Service-Learning?Institutionalizing Service-Learning from aSocial Justice Perspective at a JesuitUniversity

40 2 144

Sleeter, C., Hughes, B., Meador, E., Whang,P., Rogers, L., Blackwell, K., Laughlin, P.,and Peralta-Nash, C.

Working an Academically Rigorous,Multicultural Program

38 4 290

Teranishi, R. T. Yellow and Brown: Emerging AsianAmerican Immigrant Populations andResidential Segregation

37 3 255

Bray, P. M oung Women Majoring in Mathematics andElementary Education: A Perspective onEnacting Liberatory Pedagogy

37 1 44

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Documents

Four-Year Index of Equity & Excellence In Education: 2004–2007, Volumes 37–40