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Journal Article 1: O’Connor, C., Hill, L., & Robinson, S. (2009). Who’s at risk in school and What’s race got to do with it? Review of Research in Education, 33(1), 1-34.

Abstract: The authors of this article analyzed various studies which focus on the relationship between race and educational success. Understand the relationship between these two factors may lead to predictions regarding educational success or failure of certain racial groups.

Journal Article 2: Quesenberry, A., Hemmeter, M., & Ostrosky, M. (2010). Addressing challenging behaviors in head start: A closer look at program policies and procedures. Topics in Early Childhood Special Education, 30(4), 209-220.

Abstract: In this study, Head Start policies and procedures related to child guidance and addressing challenging behaviors were examined. Data were gathered from six Head Start programs in the Midwest, through interviews and document analysis. The findings provide a glimpse into how Head Start programs support children’s social and emotional competence and address young children’s challenging behavior. Implications for practice and research are discussed.

Journal Article 3: Veltri, B. (2008). Teaching or service?: The site-based realities of teach for America teachers in poor, Urban schools. Education and Urban Society, 40(5), 511-542.

Abstract: Business Week and Fortune Magazine suggest that Teach for America (TFA) is a beneficial postgraduation option for corps members, who teach for a finite commitment in low—socioeconomic status urban school districts. This longitudinal qualitative study examines the complex issues that surround TFA through the voices of TFA corps members, mentors, and administrators. Insiders inform readers about the site-based realities, corporate-like model, affiliation with a high-profile national organization, and districts’ hiring policies—all of which set TFA teachers apart from non-TFA teachers.

Journal Article 4: Schwartz, J. (2015). After incarceration and adult learning: A collaborative inquiry and writing project. Adult Learning, 26(2), 51-58.

Abstract: This article describes one community college’s collaborative inquiry and writing project that uses archival, auto-ethnographic, and interview data to explore how formerly incarcerated students might be effectively engaged in adult education and offers this inquiry project as a potential model for this engagement.