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Both Questionable and Open Research Practices Are Prevalent in Education Research Matthew C. Makel, Jaret Hodges, Bryan G. Cook, Jonathan A. Plucker Educational Researcher November 2021 50:8, 493–504
Students’ Civic Online Reasoning: A National Portrait Joel Breakstone, Mark Smith, Sam Wineburg, Amie Rapaport, Jill Carle, Marshall Garland, Anna Saavedra Educational Researcher November 2021 50:8, 505–515
Do Peers Affect Undergraduates’ Decisions to Switch Majors? Shi Pu, Yu Yan, Liang Zhang Educational Researcher November 2021 50:8, 516–526
Contentious Cogovernance and Prefiguration: A Framework for Analyzing Social Movement–State Relations in Public Education Rebecca Tarlau Educational Researcher November 2021 50:8, 527–536
From Producing to Reducing Trauma: A Call for “Trauma-Informed” Research(ers) to Interrogate How Schools Harm Students Robert Petrone, Christine Rogers Stanton Educational Researcher November 2021 50:8, 537–545
Teachers Learning to Implement Equitable Classroom Talk Bryant Jensen, Guadalupe Valdés, Ronald Gallimore Educational Researcher November 2021 50:8, 546–556
Rethinking Learning: What the Interdisciplinary Science Tells Us Na’ilah Suad Nasir, Carol D. Lee, Roy Pea, Maxine McKinney de Royston Educational Researcher November 2021 50:8, 557–565
Patterns in the Pandemic Decline of Public School Enrollment Thomas S. Dee, Mark Murphy Educational Researcher November 2021 50:8, 566–569
What Does “Below Basic” Mean on NAEP Reading? Thomas G. White, John P. Sabatini, Sheida White Educational Researcher November 2021 50:8, 570–573
Scrutinizing the Neoliberal Agenda in Teacher Education Angela Kraemer-Holland Educational Researcher November 2021 50:8, 574–575
Corrigendum to “Both Questionable and Open Research Practices Are Prevalent in Education Research” Educational Researcher November 2021 50:8, 576–577