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A Mixed-Methods Comparison of Two Civic Education Models: Legislative Semester and Advanced Placement Government Courses - Brett L. M. Levy, University at Albany - SUNY; Laura Dacus, University at Albany - SUNY; Natalia Smirnov, Northwestern University
Antibullying Efforts in the Social Studies: A Systematic Review of Literature - William L. Smith, The University of Arizona; Charlotte Iurino, The University of Arizona; Jina Yoon, University of Arizona
Continuity or Change? Revising Missouri's State Social Studies Standards - Alexander Cuenca, Indiana University - Bloomington; Joseph Randolph Nichols, Saint Louis University; Andrea M Hawkman, Utah State University
A Case Study of Grade 10 Students' Understanding of Textbook Narratives Related to Feminism - Marie-Hélène Brunet, Ottawa University; Marc-Andre Ethier, Université de Montréal
How Minority Anglophone History Teachers Interact With Quebec's Exclusionary National Narrative and Integrate Their Students - Paul Zanazanian, McGill University
Teacher Candidates and Historical Narratives: A Study in Encountering the Discipline - Richard Lowry Hughes, Illinois State University; Sarah Drake Brown, Ball State University
Teacher Assessment Literacy: Finding a New Working Definition - Serafina Pastore, University of Bari, Italy; Heidi L. Andrade, University at Albany - SUNY
A Comparison of Assessment Experts' and Educators' Perspectives on Ethics Issues in Classroom Assessment - Jin Liu, University of South Carolina - Columbia; Robert L. Johnson, University of South Carolina; Xumei Fan, University of Northern Iowa; Ruiqin Gao, University of South Carolina - Columbia
Student Perspectives on Seemingly Maladaptive Examples of Assessment Agency: Types and Causes - Lois Ruth Harris, Central Queensland University; Gavin T. Brown, The University of Auckland; Joanne Dargusch, Central Queensland University
The Reliability of Formative Feedback: A Taxonomy and Investigation of the Consistency of Formative Feedback - Jacqui Murray, University of Otago; Ruth Gasson, University of Otago; Jeffrey K. Smith, University of Otago