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Andrea M. Hawkman, Colby Tofel-Grehl, Kristin Searle & Beth L. MacDonald. (2022) Successes, challenges, and surprises: teacher reflections on using children’s literature to examine complex social issues in the elementary classroom. Teachers and Teaching 28:5, pages 584-602.
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Aimee Papola-Ellis & Amy J. Heineke. (2020) Interrupting Teachers’ Assumptions about English Learners through Literature Discussion. Action in Teacher Education 42:3, pages 234-252.
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Amy J. Heineke. (2014) Dialoging About English Learners: Preparing Teachers Through Culturally Relevant Literature Circles. Action in Teacher Education 36:2, pages 117-140.
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Tacettin ŞİMŞEK & Ferhat ÇİFTÇİ. (2021) MÜLTECİLİK TEMALI ÇOCUK EDEBİYATI ÜRÜNLERİNİN 7. SINIF TÜRKÇE DERSLERİNDE ÖĞRENCİLERİN MÜLTECİLERE YÖNELİK TUTUMLARINA ETKİSİ. Milli Eğitim Dergisi 50:1, pages 715-742.
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Chelsea Connery & Jennie Miles Weiner. (2021) Teachers making sense of undocumented status and their responsibilities to undocumented students: A critical perspective. Teaching and Teacher Education 98, pages 103232.
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Carla K. Meyer. 2018. Teaching, Learning, and Enacting of Self-Study Methodology. Teaching, Learning, and Enacting of Self-Study Methodology
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Nguyễn DuyKhang & Phan Thị Tuyết Vân. (2016) Vietnamese immigration in Poland: issues of education and integration for children. Problemy Wczesnej Edukacji 35:4, pages 127-0.
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