Citations (44)
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Pauli Badenhorst, Sandra Musanti, Veronica Estrada, Patricia Robles & Amy Montoya. (2024) Community-Engaged Pedagogy for Equitable HSI Teacher Preparation: Bridging Community, School, and University Cultures. Journal of Latinos and Education 23:2, pages 812-828.
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Kaitlin E. Popielarz. (2024) “Change your approach”: how youth organizers, adult allies, and teacher candidates engage in the praxis of community-based pedagogy within teacher education. International Journal of Qualitative Studies in Education 37:1, pages 190-212.
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Camilla J. Bell, Martín Alberto Gonzalez & Terrance Burgess. (2024) “Back to Basics:” Converging Mattering, Dialogue, and Love within Pedagogy, Research, and Community-Engaged Work. The Educational Forum 88:1, pages 4-16.
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Molly A. Riddle & Elena T. King. (2023) Teacher Candidates’ Communication and Collaboration with Family and Community During COVID-19. Action in Teacher Education 45:1, pages 22-36.
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Kaitlin Popielarz & Aaron Galliher. (2023) Developing accountability and responsibility: How teacher candidates experience and conceptualize community-based pedagogy in the social studies. Theory & Research in Social Education 51:1, pages 100-127.
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Conra D. Gist. (2022) The Community Teacher: How Can We Radically Reimagine Power Relations in Teacher Development?. Equity & Excellence in Education 55:4, pages 342-356.
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Earl Aguilera & Trang Phan. (2022) Aspiring teachers’ technology-enhanced learning practices within and beyond teacher education coursework: lessons for a post COVID-19 era. Educational Media International 59:3, pages 209-229.
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Meghan E. Barnes & Rick Marlatt. (2022) From involvement to solidarity: Community engagement to foster culturally-proactive and constructivist pedagogy. Journal of Curriculum and Pedagogy 19:1, pages 4-27.
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Meghan E. Barnes & Ashley Boyd. (2021) Analysis before action: A framework for examining communities as texts. Review of Education, Pedagogy, and Cultural Studies 43:4, pages 358-378.
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Marco Snoek. (2021) Educating quality teachers: how teacher quality is understood in the Netherlands and its implications for teacher education. European Journal of Teacher Education 44:3, pages 309-327.
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David A. Housel. (2021) From Immigrants to University Students: Perceptions of Instructor Effectiveness Among Adult Emergent Bi/Multilingual Learners in the United States. The Journal of Continuing Higher Education 69:2, pages 71-86.
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Ken Zeichner. (2020) Preparing Teachers as Democratic Professionals. Action in Teacher Education 42:1, pages 38-48.
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Thea Williamson & Amber Warrington. (2019) “Where to Take Risks and Where to Lay Low”: Tensions between Preservice Teacher Learning and Program Ideological Coherence. Action in Teacher Education 41:3, pages 265-283.
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Lindy L. Johnson & Meghan E. Barnes. (2018) Mediating the “Two-Worlds” Pitfall Through Critical, Project-Based Clinical Experiences. The New Educator 14:3, pages 270-291.
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Meghan E. Barnes. (2017) Practicing What We Preach in Teacher Education: A Critical Whiteness Studies Analysis of Experiential Education. Studying Teacher Education 13:3, pages 294-311.
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Articles from other publishers (29)
Delin Kong, Rui Yuan & Min Zou. (2023) Pre-service EFL Teachers’ Intercultural Competence Development Within Service-Learning: A Chinese Perspective. The Asia-Pacific Education Researcher 33:2, pages 263-272.
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Kaitlin E. Popielarz. (2023) Community-Based Teacher Education: The Experiences of Teacher Candidates Learning Alongside Grassroots Youth Organizers. Journal of Teacher Education.
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Kirsten Robbins & Rebecca Brown. 2023. Cultivating Critical Discourse in the Classroom. Cultivating Critical Discourse in the Classroom
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Mehmet Soyer, Gina McCrackin, Sebahattin Ziyanak, Jennifer Givens, Vonda Jump & Jessica Schad. (2022) Leaving the Lectures Behind: Using Community-Engaged Learning in Research Methods Classes to Teach about Sustainability. Teaching Sociology 51:2, pages 151-160.
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Lily Orland-Barak. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Brittany N. Anderson, Chonika Coleman-King, Kelly Wallace & Frances K. Harper. (2022) Advancing Critical and Culturally Relevant Experiential Learning: Preparing Future Educators in Collaboration with Cooperating Teachers to Support STEM Engagement in Urban Schools. The Urban Review 54:5, pages 649-673.
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Peter I. De Costa, Kasun Gajasinghe, Laxmi Prasad Ojha & Amr Rabie–Ahmed. (2022) Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration. The Modern Language Journal 106:3, pages 547-563.
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Mike P. Cook. (2022) Research: ELA Teachers and Whiteness: Hesitancy as Barrier to Teacher Agency Development. English Education 54:4, pages 273-293.
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Gail Richmond, Joanne E. Marciano & Vaughn W. M. Watson. (2022) The Imperatives of Voice and Context in the Preparation of Community Teachers: Conceptualizing Learning-To-Teach Cycles. Urban Education, pages 004208592210949.
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Jo Lampert & Stevie Browne. (2022) Examining Teacher Candidates’ Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy. Teachers College Record: The Voice of Scholarship in Education 124:3, pages 148-176.
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Benjamin Jules, Geny Moreno & Charlotte Fontenot. 2022. Addressing Issues of Systemic Racism During Turbulent Times. Addressing Issues of Systemic Racism During Turbulent Times
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Aaron Samuel Zimmerman. 2022. Research Anthology on Service Learning and Community Engagement Teaching Practices. Research Anthology on Service Learning and Community Engagement Teaching Practices
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Susan Browne, Gaëtane Jean-Marie, Yvette Onofre & Yu-Jung Dai. 2022. Reconceptualizing Social Justice in Teacher Education. Reconceptualizing Social Justice in Teacher Education
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Rick Marlatt. 2021. Luminous Literacies. Luminous Literacies
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Jo Lampert. (2020) A community-engaged framework for the preparation of teachers for high-poverty communities. The Australian Educational Researcher 48:3, pages 449-466.
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Christopher Meidl, Xia Chao & Anne Marie FitzGerald. 2021. Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination. Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination
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Douglas Biklen. (2020) Presuming competence, belonging, and the promise of inclusion: The US experience. PROSPECTS 49:3-4, pages 233-247.
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Adam Huck. (2020) Teacher Candidates and the Open Classroom: Concerns for Professional Growth, Safety and Collaboration. Excelsior: Leadership in Teaching and Learning 13:1.
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Cornelia V. Okraski & Stephanie M. Madison. (2020) Pueblo Pequeño, Infierno Grande: Shifting the burden of Latinx Spanish teacher retention in the rural South. Foreign Language Annals 53:3, pages 594-612.
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Gary Harfitt & Jessie Mei Ling ChowGary Harfitt & Jessie Mei Ling Chow. 2020. Employing Community-Based Experiential Learning in Teacher Education. Employing Community-Based Experiential Learning in Teacher Education
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Alison Taylor, Lorin Yochim & Milosh Raykov. (2019) Service-Learning and First-Generation University Students: A Conceptual Exploration of the Literature. Journal of Experiential Education 42:4, pages 349-363.
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Kathryn Coff & Jo Lampert. (2019) Mentoring as Two-Way Learning: An Australian First Nations/Non-indigenous Collaboration. Frontiers in Education 4.
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Christelle Palpacuer-Lee, Jessie Hutchison Curtis & Mary E Curran. (2018) Stories of engagement: Pre-service language teachers negotiate intercultural citizenship in a community-based English language program. Language Teaching Research 22:5, pages 590-607.
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Gary Harfitt. (2018) The Role of the Community in Teacher Preparation: Exploring a Different Pathway to Becoming a Teacher. Frontiers in Education 3.
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Christopher Meidl, Xia Chao & Anne Marie FitzGerald. 2018. Handbook of Research on Service-Learning Initiatives in Teacher Education Programs. Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
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Meghan E. Barnes. (2017) Encouraging interaction and striving for reciprocity: The challenges of community-engaged projects in teacher education. Teaching and Teacher Education 68, pages 220-231.
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Deborah Bieler & Leslie David Burns. 2017. Innovations in English Language Arts Teacher Education. Innovations in English Language Arts Teacher Education
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