The Social Justice Reading Group: Helping Youth Explore Culture, Difference, and (In)Equity through Children's Literature.
- Published in:
- Michigan Reading Journal, 2017, v. 49, n. 3, p. 44
- By:
- Publication type:
- Article
Works by Carter Andrews, Dorinda J.
Results: 24
1
2
The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection.
- Published in:
- 2021
- By:
- Publication type:
- Editorial
3
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How.
- Published in:
- 2021
- By:
- Publication type:
- Editorial
4
Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence.
- Published in:
- 2021
- By:
- Publication type:
- Editorial
5
Professional Development for Equity: What Constitutes Powerful Professional Learning?
- Published in:
- 2019
- By:
- Publication type:
- Editorial
6
Reexamining Coherence in Teacher Education.
- Published in:
- Journal of Teacher Education, 2019, v. 70, n. 3, p. 188, doi. 10.1177/0022487119838230
- By:
- Publication type:
- Article
7
Making Justice Peripheral by Constructing Practice as "Core": How the Increasing Prominence of Core Practices Challenges Teacher Education.
- Published in:
- Journal of Teacher Education, 2019, v. 70, n. 3, p. 251, doi. 10.1177/0022487118798324
- By:
- Publication type:
- Article
8
Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color.
- Published in:
- Journal of Teacher Education, 2019, v. 70, n. 1, p. 6, doi. 10.1177/0022487118812418
- By:
- Publication type:
- Article
9
Teacher Education for Critical Democracy: Understanding Our Commitments as Design Challenges and Opportunities.
- Published in:
- Journal of Teacher Education, 2018, v. 69, n. 2, p. 114, doi. 10.1177/0022487117752363
- By:
- Publication type:
- Article
10
A Call to Action for Teacher Preparation Programs: Supporting Critical Conversations and Democratic Action in Safe Learning Environments.
- Published in:
- 2018
- By:
- Publication type:
- Editorial
11
Teacher Education and Teaching in the Present Political Landscape.
- Published in:
- Journal of Teacher Education, 2017, v. 68, n. 2, p. 121, doi. 10.1177/0022487117691243
- By:
- Publication type:
- Article
12
The Research We Need in Teacher Education.
- Published in:
- 2016
- By:
- Publication type:
- Editorial
13
Teaching in Dehumanizing Times.
- Published in:
- Journal of Teacher Education, 2016, v. 67, n. 3, p. 170, doi. 10.1177/0022487116640480
- By:
- Publication type:
- Article
14
The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline.
- Published in:
- Urban Education, 2020, v. 55, n. 10, p. 1419, doi. 10.1177/0042085917690204
- By:
- Publication type:
- Article
15
Necessary but Insufficient: How Educators Enact Hope for Formerly Disconnected Youth.
- Published in:
- Urban Education, 2018, v. 53, n. 1, p. 113, doi. 10.1177/0042085917714515
- By:
- Publication type:
- Article
16
Eradicating Anti-Black Logics in Schools: Transgressive Teaching as a Way Forward.
- Published in:
- Multicultural Perspectives, 2021, v. 23, n. 3, p. 135, doi. 10.1080/15210960.2021.1982356
- By:
- Publication type:
- Article
17
“Maybe That Concept Is Still with Us”: Adolescents' Racialized and Classed Perceptions of Teachers' Expectations.
- Published in:
- Multicultural Perspectives, 2017, v. 19, n. 1, p. 5, doi. 10.1080/15210960.2016.1263960
- By:
- Publication type:
- Article
18
Connection, Antiblackness, and Positive Relationships That (Re)Humanize Black Boys' Experience of School.
- Published in:
- Teachers College Record, 2022, v. 124, n. 1, p. 111, doi. 10.1177/01614681221086115
- By:
- Publication type:
- Article
19
Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers.
- Published in:
- Teachers College Record, 2019, v. 121, n. 6, p. 1, doi. 10.1177/016146811912100605
- By:
- Publication type:
- Article
20
Black Achievers' Experiences With Racial Spotlighting and Ignoring in a Predominantly White High School.
- Published in:
- Teachers College Record, 2012, v. 114, n. 10, p. 1, doi. 10.1177/016146811211401002
- By:
- Publication type:
- Article
21
The Construction of Black High-Achiever Identities in a Predominantly White High School.
- Published in:
- Anthropology & Education Quarterly, 2009, v. 40, n. 3, p. 297, doi. 10.1111/j.1548-1492.2009.01046.x
- By:
- Publication type:
- Article
22
Middle school students' experiences with inequitable discipline practices in school: The elusive quest for cultural responsiveness.
- Published in:
- Middle School Journal, 2020, v. 51, n. 1, p. 29, doi. 10.1080/00940771.2019.1689778
- By:
- Publication type:
- Article
23
Preparing Teachers to Be Culturally Multidimensional: Designing and Implementing Teacher Preparation Programs for Pedagogical Relevance, Responsiveness, and Sustenance.
- Published in:
- Educational Forum, 2021, v. 85, n. 4, p. 416, doi. 10.1080/00131725.2021.1957638
- By:
- Publication type:
- Article
24
The Impossibility of Being "Perfect and White": Black Girls' Racialized and Gendered Schooling Experiences.
- Published in:
- American Educational Research Journal, 2019, v. 56, n. 6, p. 2531, doi. 10.3102/0002831219849392
- By:
- Publication type:
- Article