Citations (75)
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L. Trenton S. Marsh. (2024) “We aren’t what we say:” discontinuities of teacher beliefs and instructional practice at a “no-excuses” and high-achieving urban charter school. Whiteness and Education 0:0, pages 1-22.
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Paul Tschisgale, Anneke Steegh, Marcus Kubsch, Stefan Petersen & Knut Neumann. (2024) Towards a more individualised support of science competition participants – identification and examination of participant profiles based on cognitive and affective characteristics. International Journal of Science Education 0:0, pages 1-25.
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Patricia Benitez Hemans, Rebecca S. Levine, Esmeralda Salas, Amy Bintliff, Caren Holtzman, Carolyn Huie Hofstetter & Gagandeep Kaur. (2023) Social and Emotional Learning pedagogy and practices for children living in poverty: teacher perspectives at two Akanksha foundation schools in India. Intercultural Education 34:6, pages 533-549.
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Debbie Sonu. (2023) From criticality to shame: Childhood memories of social class and how they matter to elementary school teachers and teaching. Theory & Research in Social Education 51:4, pages 503-529.
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Tiago Bittencourt. (2023) The promise of mobility in a context of constraint: the International Baccalaureate in a low-income public school in Ecuador. Compare: A Journal of Comparative and International Education 53:4, pages 618-635.
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Kara Lasater, Tracey C. Crowe & John Pijanowski. (2023) Developing Family-School Partnerships in the Midst of Demographic Change: An Examination of Educators’ Attitudes, Values, and Beliefs and the Discourses They Shape. Leadership and Policy in Schools 22:2, pages 347-368.
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Ian M. Kinchin. (2022) Exploring dynamic processes within the ecological university: a focus on the adaptive cycle. Oxford Review of Education 48:5, pages 675-692.
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Shannon Audley & Maleka Donaldson. (2022) When to grit and when to quit: (How) should grit be taught in K-12 classrooms?. Theory Into Practice 61:3, pages 265-276.
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Shoshana Steinberg & Michal Krumer-Nevo. (2022) Poverty-aware teacher education. European Journal of Teacher Education 45:2, pages 266-281.
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Laura Hannon & Grainne M O’Donnell. (2022) Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy. Journal of Education for Teaching 48:2, pages 241-255.
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John R. Walcott. (2021) Understanding Educational Inequity: Implications for Teacher Education Programs in Christian Colleges and Universities. Journal of Research on Christian Education 30:3, pages 337-355.
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Kathryn J. Strom & Kara Mitchell Viesca. (2021) Towards a complex framework of teacher learning-practice. Professional Development in Education 47:2-3, pages 209-224.
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Norma A. Marrun, Tara J. Plachowski, De’Ana R. Mauldin & Christine Clark. (2021) “Teachers Don’t Really Encourage it”: A Critical Race Theory Analysis of High School Students’ of Color Perceptions of the Teaching Profession. Multicultural Education Review 13:1, pages 3-24.
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Dean Robson, Peter Mtika, Archie Graham & Lindsay MacDougall. (2021) Student teachers’ understandings of poverty: insights for initial teacher education. Journal of Education for Teaching 47:1, pages 104-117.
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Carey E. Andrzejewski, Kira J. Baker-Doyle, Jocelyn A. Glazier & Kristin E. Reimer. (2019) (Re)framing vulnerability as social justice work: Lessons from hacking our teacher education practices. Review of Education, Pedagogy, and Cultural Studies 41:4-5, pages 317-351.
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Lisa Jones. (2019) The ‘C-Word’: novice teachers, class identities and class strategising. Pedagogy, Culture & Society 27:4, pages 595-611.
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Stephanie L. Dodman, Elizabeth K. DeMulder, Jenice L. View, Katy Swalwell, Stacia Stribling, Sophia Ra & Laura Dallman. (2019) Equity Audits as a Tool of Critical Data-Driven Decision Making: Preparing Teachers to See Beyond Achievement Gaps and Bubbles. Action in Teacher Education 41:1, pages 4-22.
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Ellen L. Usher. (2018) Acknowledging the Whiteness of Motivation Research: Seeking Cultural Relevance. Educational Psychologist 53:2, pages 131-144.
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Kamden K. Strunk, Nancy E. Thacker & Sherry C. Wang. Identity development negotiation and navigation for LGBTQ + individuals in the Deep South. Sexual and Gender Diversity in Social Services 0:0, pages 1-19.
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David Pérez$suffix/text()$suffix/text(), Antonio Duran, Adam Z. Duran-Leftin, Joe J. Palencia, Michela Buccini, Steve Desir & Virginia Agee Deaton. Reimagining Student Success: Using Anti-Deficit Approaches to Educate Scholar-Practitioners in Higher Education. Journal of Student Affairs Research and Practice 0:0, pages 1-14.
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Vincent Cho, Decoteau J. Irby & Katrina Borowiec. (2024) Technology and Discipline: Examining the Use of Apps for Classroom Behavior Management. Teachers College Record: The Voice of Scholarship in Education.
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Christine L. Hancock. (2023) Ideologies of poverty and implications for decision-making with families during home visits. Linguistics and Education 78, pages 101231.
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Hien Thi Nguyen & Van-Trung Tran. (2023) Educational administrators’ perceptions of influential factors in cultivating and enhancing professional competencies among preschool teachers in the Southeastern region of Vietnam. Revista de Gestão e Secretariado (Management and Administrative Professional Review) 14:11, pages 19392-19413.
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