An Integrated Development Model of TIE for Ethnic Towns in China: The Case of Pengshui.
- Published in:
- Education & Urban Society, 2022, v. 54, n. 3, p. 268, doi. 10.1177/00131245211004562
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- Publication type:
- Article
Works matching IS 0013-1245 AND VI 54 AND IP 3 AND DT 2022
Results: 6
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Students' Challenging Behavior in Phoenix Primary Schools, South Africa: Impact on Teachers.
- Published in:
- Education & Urban Society, 2022, v. 54, n. 3, p. 312, doi. 10.1177/00131245211012355
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- Publication type:
- Article
3
Repeated School Suspensions: Who Receives Them, What Reasons Are Given, and How Students Fare.
- Published in:
- Education & Urban Society, 2022, v. 54, n. 3, p. 249, doi. 10.1177/00131245211009854
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- Publication type:
- Article
4
Student Experience Outcomes in Racially Integrated Schools: Looking Beyond Test Scores in Six Districts.
- Published in:
- Education & Urban Society, 2022, v. 54, n. 3, p. 330, doi. 10.1177/00131245211004569
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- Publication type:
- Article
5
Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity.
- Published in:
- Education & Urban Society, 2022, v. 54, n. 3, p. 288, doi. 10.1177/00131245211004563
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- Publication type:
- Article
6
Safety and Inner City Neighborhood Change: Student and Teacher Perspectives.
- Published in:
- Education & Urban Society, 2022, v. 54, n. 3, p. 227, doi. 10.1177/00131245211004553
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- Publication type:
- Article