"So Why Is It OK Here?" Literacy Candidates Grappling With Culture/Culturally Relevant Pedagogy in Urban Fieldsites.
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- Urban Education, 2019, v. 54, n. 10, p. 1520, doi. 10.1177/0042085918772621
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- Publication type:
- Article
Works matching IS 00420859 AND DT 2019 AND VI 54 AND IP 10
Results: 7
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The Matter of Parents' Stories: Urban African American Mothers' Counter-Stories About the Common Core State Standards and Quality Teaching.
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- Urban Education, 2019, v. 54, n. 10, p. 1431, doi. 10.1177/0042085917702199
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- Publication type:
- Article
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De Facto Desegregation in the Urban North: Voices of African American Teachers and Principals on Employment, Students, and Community in Columbus, Ohio, 1940 to 1980.
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- Urban Education, 2019, v. 54, n. 10, p. 1403, doi. 10.1177/0042085917697204
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- Publication type:
- Article
4
Redressing Science Learning Through Supporting Language: The Biology Credit Recovery Course.
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- Urban Education, 2019, v. 54, n. 10, p. 1489, doi. 10.1177/0042085916677345
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- Publication type:
- Article
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Teaching for "Real": Reconciling Explicit Literacy Instruction With Inclusive Pedagogy in a Fourth-Grade Urban Classroom.
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- Urban Education, 2019, v. 54, n. 10, p. 1581, doi. 10.1177/0042085916648742
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- Article
6
The Role of Teacher–Pupil Relations in Stereotype Threat Effects in Flemish Secondary Education.
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- Urban Education, 2019, v. 54, n. 10, p. 1551, doi. 10.1177/0042085916646627
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- Publication type:
- Article
7
White Teachers, Racial Privilege, and the Sociological Imagination.
- Published in:
- Urban Education, 2019, v. 54, n. 10, p. 1462, doi. 10.1177/0042085916656901
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- Publication type:
- Article