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Action in Teacher Education Volume 38, 2016 - Issue 3
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Empirical and Conceptual Studies

Working with Practicing Teachers in a High-Stakes Teaching Context to Rethink their Pedagogical Practices with Children of Diverse Backgrounds

Christopher P. BrownThe University of Texas at AustinCorrespondence[email protected]
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Natalie Babiak WeberThe University of Texas at AustinView further author information
Pages 259-277 | Received 25 Jan 2015, Accepted 08 Mar 2016, Published online: 09 Nov 2016

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Christopher P. Brown, Kate Puckett, David P. Barry & Da Hei Ku. (2021) The Double-voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education. Action in Teacher Education 43:4, pages 447-463.
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James V. Hoffman, Melissa Mosley Wetzel & Samuel DeJulio. (2018) Multiple Literacy Tutoring Experiences across a Teacher Preparation Program: How Can Practice in Hybrid Spaces Challenge the “Practice Makes Practice” Dilemma?. Action in Teacher Education 40:1, pages 58-76.
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Articles from other publishers (1)

Christopher P Brown. (2018) Attempting to fracture the neoliberal hold on early educators’ practical conceptions of teaching: A case study. Global Studies of Childhood 8:1, pages 53-74.
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