The SoJo JournalVolume 2 #1, 2016
“Singing a New Scholarly Song”: Voices of the New Majority Shaping Educational Leadership Doctoral Programs for Social Justice, Jennifer Haan, Roberto Lozano, Amanda López‐Askin, and Marlene Melendez.
Telling Tales in the Field: Understanding How Educational Practitioners Determine the Credibility of Ideas About Poverty, Jennifer Ng and Phyllis Esposito.
Deconstructing Macroaggressions and Microaggressions: A Conceptual Model Promoting Sense‐Making in Education, Christa Boske, Azadeh Osanloo and Whitney Sherman Newcomb.
Introducing Novice Teachers to Corporate and Neoliberal Educational Reforms—Challenges and Opportunities, Jennifer Gale de Saxe and Gregory Smith.
Reconceptualizing Context and Complexity in Teacher Education: Learning Teaching as an Interpretive Process, Connor K. Warner, Kindel Turner Nash, Rhianna Thomas, Clare Bell, Ekaterina Strekalova‐Hughes, Leah Panther, and Julia Atiles.
Is This Reflection? Examining Reflective Discourse in Teacher Education Standards and Performance Assessments, Brandon L. Sams and Jeanne Dyches Bissonnette.
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Educational Foundations and Social Justice Education
For Educators, Trainers, and Leaders
A Research Journal Published by the Institute for School Improvement
An Official Journal of the Association for Educational Communications and Technology