Author	Article Title	University/Institute	Volume/Issue
William Hare	Bertrand Russell on Critical Thinking	Mount Saint Vincent University	Spring 2001 Volume36, Number 1
Angiline Powell & Sharon Reynolds	Fated, Overlooked, and Disregarded: African American Mathematics Education	Texas Christian University	Spring 2001 Volume36, Number 1
Amy C. Bradshaw	A Hermeneutic of Ethical Teacher-Learner Interaction	University of Oklahoma	Summer 2001 Volume36, Number 2
Dylan Clark	Notes: Music and the Education of Anger	University of Colorado	Summer 2001 Volume36, Number 2
Manfred Weidhorn	The Great Paradigm Shift	Yeshiva University	Fall 2001  Volume 36, Number 3
Richard Pratte	Standards Movement, Accountability, and Responsibility	University of North Carolina, Wilmington	Fall 2001 Volume 36, Number 3
Vicky Newman	Eating Meat: What Our Schools Teach Us about the Tender Carnivore	University of Utah	Fall 2001  Volume 36, Number 3
Richard J. Reynolds	The Schools at Strelley: The Case for Autonomy in Australian Aboriginal Education	Eastern Connecticut State University	Winter 2001  Volume 36, Number 4
Charles Bingham & John Gabriel	Economies of Teaching: Class, Money, and Identity in Anzia Yezierska’s Breadgivers	DePaul University	Winter 2001 Volume 36, Number 4
Rahul Kumar & Coral Mitchell	A Collaborative-Expressive Model of Administrative Ethical Reasoning: Some Practical Problems	Brock University	Spring 2002  Volume 37, Number 1
Deron R. Boyles & Douglas Davis	The Challenge to Foundations and Leadership: Critical Discourse, Hegemony, and the Power of Traditions	Georgia State University	Summer 2002  Volume 37, Number 2
Carole MacInnis & John P. Portelli	Dialogue as Research	Independent Researcher University of Toronto	Summer 2002  Volume 37, Number 2
Douglas McKnight	Teaching without Existence: Didacticism as Monological Discourse	University of Alabama	Summer 2002  Volume 37, Number 2
Sam Stack	Charles Dickens and John Dewey: Nurturing the Imagination	West Virginia University	Fall 2002  Volume 37, Number 3
Richard D. Lakes	Casual Apprenticeship: The Vocational Pedagogy of Deschooling	Georgia State University	Fall 2002  Volume 37, Number 3
Rupert Read & Wes Sharrock	Kripke’s Conjuring Trick	University of East Manchester University	Fall 2002  Volume 37, Number 3
John U. Ogbu	Black-American Students and the Academic Achievement Gap: What Else You Need To Know	University of California, Berkeley	Winter 2002  Volume 37, Number 4
Geneva Gay	Dividing the Pie More Fairly: Improving the Achievement of Students of Color	University of Washington	Winter 2002   Volume 37, Number 4
Lillie R. Albert	Bridging the Achievement Gap in Mathematics: Socio-Cultural Historic Theory and Dynamic Cognitive Assessment	Boston College	Winter 2002   Volume 37, Number 4
A. Lin Goodwin	The Social/Political Construction of Low Teacher Expectations for Children of Color: Re-Examining the Achievement Gap	Teachers College, Columbia University	Winter 2002   Volume 37, Number 4
Pedro R. Portes	Cultural Historical Processes and the Educational Achievement Gap: Challenging Policies for Establishing Equal Educational Opportunity	University of Louisville	Winter 2002   Volume 37, Number 4
Timothy J. Bergen, Jr. & Han-fu Mi	Ortega y Gasset: Education as Responsibility	University of South Carolina State University of New York-Oneonta	Spring 2003  Volume 38, Number 1
Susan Talburt	After September 11: The Limits of Teaching and Learning	Georgia State University	Spring 2003   Volume 38, Number 1
Candace Jesse Stout	The Art of Opening Dialogues	The Ohio State University	Summer 2003  Volume 38, Number 2
Terence H. McLaughlin	Open-Mindedness as an Aim in Moral Education	University of Cambridge	Summer 2003  Volume 38, Number 2
Paul F. Bitting	Open-Mindedness and Aesthetic Consciousness in Cross-Cultural Understanding	North Carolina State University	Summer 2003  Volume 38, Number 2
Rodney A. Clifton	Authority in Businesses and Schools: Can Conservatives Learn Anything from the Differences?	University of Manitoba	Fall 2003   Volume 38, Number 3
Timothy Reagan	Paideia Redux: A Contemporary Case for the Classics	University of Connecticut	Fall 2003   Volume 38, Number 3
Ilan Gur-Ze’ev	Socrates, Counter-Education, and Diasporic Love in a Postmodern Era	University of Haifa	Fall 2003   Volume 38, Number 3
William Foster	The Limits of Leadership	Indiana University	Winter 2003  Volume 38, Number 4
Jane Clark Lindle	Middle School Culture: Learning Communities for Students or Teacher Tribal Work Life	University of Kentucky	Winter 2003  Volume 38, Number 4
Charles M. Achilles	Thoughts about Education Administration and Improvement	Eastern Michigan University & Seton Hall University	Winter 2003  Volume 38, Number 4
Judy M. Iseke-Barnes	Politics and Power of Languages: Indigenous Resistance to Colonizing Experiences of Language Dominance	University of Toronto	Spring 2004   Volume 39, Number 1
Edmund T. Hamann, Stanton Wortham, & Enrique G. Murillo, Jr.	Education in the New Latino Diaspora: A Reflection on Polyvocality	Brown University University of Pennsylvania California State University San Bernardino	Spring 2004   Volume 39, Number 1
Heidi Ross & Jing Lin	Schools of Good Will in China: Helping Poor Students Succeed	Colgate University University of Maryland	Spring 2004   Volume 39, Number 1
Alexander Sidorkin	Panopticon of a Second Kind: Self-Reforming during the Era of Excellence	Bowling Green State University	Summer 2004  Volume 39, Number 2
M. Jayne Fleener	Curriculum Dynamics and Soul of Teaching Complexly: Horizons of Expectations as Educative Improvisation	University of Oklahoma	Summer 2004  Volume 39, Number 2
Qi Sun	To Be Ren and Jun Zi: A Confucian Perspective on the Practice of Contemporary Education	University of Wyoming	Summer 2004  Volume 39, Number 2
Barbara Regenspan	Exploring John Dewey as Border-Crosser between Spiritual and Political Discourses: A Social Justice-Focused Teacher Educator Self-Study That Argues for More Attention to the Metaphysical	State University of New York at Binghamton	Fall 2004   Volume 39, Number 3
Jim Giarelli & Jim Garrison	Pragmatism and Peace	Rutgers University Virginia Tech	Fall 2004   Volume 39, Number 3
Susan Birden	The Growth Metaphor Revisited: Activist Education as Rhizome	State University of New York-Buffalo State College	Fall 2004   Volume 39, Number 3
George W. Noblit & Silvia C. Bettez	Powers in the Arts in Education	University of North Carolina at Chapel Hill	Winter 2004   Volume 39, Number 4
James Trier	Detournement as Pedagogical Praxis	University of North Carolina at Chapel Hill	Winter 2004   Volume 39, Number 4
Rivka A. Eisikovits & Kathryn M. Borman	Learning To Understand Sense of Place in a World of Mobility: An Educational-Ethnographic Approach	University of Haifa University of South Florida	Spring 2005    Volume 40, Number 1
A.G. Rud	Ironic Mentor	Purdue University	Spring 2005    Volume 40, Number 1
Njoki Nathani Wane	African Indigenous Knowledge: Claiming, Writing, Storing, and Sharing the Discourse	University of Toronto	Summer 2005  Volume 40, Number 2
Theodore J.  Kowalski & Lars G. Björk	Role Expectations of the District Superintendent: Implications for Deregulating Preparation and Licensing	University of Dayton University of Kentucky	Summer 2005  Volume 40, Number 2
Jeffrey Ayala Milligan	Teaching in Moloch: Toward a Prophetic Pragmatic Critique of Pedagogical Fundamentalism	Florida State University	Summer 2005  Volume 40, Number 2
G. Pritchy Smith	Speaking Out on Assessment of  Multicultural Competencies and Outcomes	University of North Florida	Fall 2005  Volume 40, Number 3
Yvonne S. Lincoln	Revolutions in Qualitative Research	Texas A&M University	Winter 2005  Volume 40, Number 4
Donald Warren	Slavery as an American Educational Institution: Historiographical Inquiries	Indiana University	Winter 2005  Volume 40, Number 4
Alison A. Carr-Chellman	Desperate Technologists: Critical Issues in E-Learning and Implications for Higher Education	Pennsylvania State University	Spring 2006  Volume 41, Number 1
Anthony G. Picciano	Online Learning: Implications for Higher Education Pedagogy and Policy	Hunter College, CUNY	Spring 2006  Volume 41, Number 1
Linda Stone	Educating for Absurdity	University of North Carolina	Spring 2006  Volume 41, Number 1
Paul A. Wagner	Probability, Decision Theory, and a Curricular Approach to Developing Good Thinking	University of Houston, Clear Lake	Lake Spring 2006  Volume 41, Number 1
Charles J. Fazzaro	Freedom of Speech, American Public Education, A Critical Enquiry	University of Missouri, St. Louis	Spring 2006  Volume 41, Number 1