Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations.
- Published in:
- American Educational Research Journal, 2022, v. 59, n. 5, p. 1011, doi. 10.3102/00028312211066867
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- Publication type:
- Article
Works matching IS 00028312 AND DT 2022 AND VI 59 AND IP 5
Results: 5
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Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies.
- Published in:
- American Educational Research Journal, 2022, v. 59, n. 5, p. 975, doi. 10.3102/00028312211060855
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- Publication type:
- Article
3
Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching?
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- American Educational Research Journal, 2022, v. 59, n. 5, p. 939, doi. 10.3102/00028312221078018
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- Publication type:
- Article
4
Separate Remains Unequal: Contemporary Segregation and Racial Disparities in School District Revenue.
- Published in:
- American Educational Research Journal, 2022, v. 59, n. 5, p. 905, doi. 10.3102/00028312221079297
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- Publication type:
- Article
5
Black Queer Students' Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space.
- Published in:
- American Educational Research Journal, 2022, v. 59, n. 5, p. 863, doi. 10.3102/00028312221096455
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- Publication type:
- Article