This presentation is part of the faculty lecture series UNT Speaks Out on No Child Left Behind. In this presentation, the author discusses the law's impact on curricula and student learning, particularly in mathematics.

This paper discusses an analysis of action research projects completed in the UNT/Denton Independent School District (ISD). Action research is the inquiry part of a Professional Development School (PDS) model that all UNT elementary education, pre-service teacher/student interns complete with mentor teachers during student teaching.

Paper discusses Hispanic parental involvement in Fiesta Math Night (Noche de Matemáticas), a school event that takes place in Denton area schools each year in the fall.

Paper describes study exploring the effectiveness of using electronic books in an elementary school classroom to teach reading skills.

Article describes study which examines the intersectionality between professional identities and race/ethnicity among Latina/o school leaders.

This article explains how social studies educators can, and have, used the microblogging service Twitter.

This article uses the example of the Arab Spring to discuss how new media lowers barriers so that more voices may be heard.

This article discusses two democratic media literacy skills that teachers can model and teach to help students as 21st century citizens.

This article examines one district's staff development plan that has successfully engaged teachers and administrators in designing and implementing relevant programs that make a positive difference for schools and students.

This article explains how teachers can adapt traditional STEM enrichment activities to support girls of color through culturally relevant institutional practices.

This article uses nationally representative data from the Early Chlidhood Longitudinal Study--Birth Cohort used to examine child care experiences with repreated cross-sectional analysis at 9, 24, and 52 months for dual language learner and non-dual language learner children.

Article describes how, nationally, many school districts are facing a teacher workforce sustainability crisis, and job retention for novice teachers of color is a key area of focus for educational leaders and policymakers. In this study, the authors draw on nine years of administrative data from Texas K-12 public schools to better understand how teacher-principal ethnoracial matching is associated with patterns of teacher retention and system-exit.

This article identifies 120 parents' intentions to adopt mobile technology and gathers in-depth perceptions about mobile technology adoption with a smaller subset of 13 parents.

This article reports findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity.

This article compares the leisure and school-related computer use of students in inclusive classrooms.

This article reports the findings of a qualitative study that investigated professional learning network experiences through the analysis of survey data from 732 P-12 teachers.

Article exploring how the pedagogical knowledge construct of Technological Pedagogical Content Knowledge (TPACK) and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad.

Article examining one month of social media, news media, school district websites’ continuity plans and educational affiliate organizations, to unveil K-12 stakeholders’ initial response to K-12 remote teaching following the declaration of the national emergency of the COVID-19 pandemic in the USA. Initial responses focused on community lockdown procedures, sustaining education, adapting to a remote lifestyle and political tension. The authors revisited included tweets one week later to measure their connectedness, which revealed that educational organizations, which have the largest number of followers, also have the greatest outreach and visibility. This is the accepted manuscript of the article which has been approved to post in an institutional repository.

Authors of the article addressed the call for explorations of how BIPOC students’ “experiences in secondary mathematics classrooms might advance transformative, equity-focused, pedagogical models” by exploring how a nested, equity-directed approach created different kinds of opportunities for students to take up, shift, or resist what it means to teach, learn, and do mathematics. Specifically, authors looked at efforts to engage equity-directed dominant and critical approaches through a series of three mathematics projects aimed at investigating food insecurity as a social (in)justice issue using geometry.