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Citations (20)
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Laura A. Taylor. (2023) “They’re not a project. They’re people.” A study of Black educators critiquing the (mis)uses of social justice discourses. International Journal of Qualitative Studies in Education 0:0, pages 1-15.
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Tracey A. Benson, Spencer Salas, Tia Dolet & Bianca Jones. (2021) “Nobody’s Mule”: Black Womanist Caring-Agency, Urban Charters, and the Choice to (Not) Teach. Equity & Excellence in Education 54:3, pages 317-327.
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Elizabeth Stringer Keefe & Andrew F. Miller. (2021) Training, Technique, and Automaticity: Teacher Preparation at the Charles Sposato Graduate School of Education. The New Educator 17:1, pages 39-57.
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Articles from other publishers (17)
Michael G. Gunzenhauser, Osly J. Flores & Michael W. Quigley. (2023) Race-Conscious Caring for Anti-racist Leadership: A Narrative Ethics for Cultivating Communal Responsibility. Journal of School Leadership 34:1, pages 3-25.
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Joanne W. Golann & Ashley Jones. (2021) How Principals Balance Control and Care in Urban School Discipline. Urban Education 59:1, pages 31-62.
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Hilary Lustick, Vincent Cho & Andrew Miller. (2023) Restorative Justice in a No Excuses Charter School. Education and Urban Society.
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Taylor N. Allbright, Tasminda K. Dhaliwal, Jacob Alonso, James Bridgeforth, Monica Santander & Kate E. Kennedy. (2023) Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites. Educational Administration Quarterly.
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Amanda Lu & Rachel E. Williams. (2023) Contracting Whiteness: Charter Authorizing and the Erasure of Blackness in Southern Urban Spaces. Urban Education.
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A. Chris Torres. (2019) If They Come Here, Will They Fit? A Case Study of an Urban No-Excuses Charter Management Organization’s Teacher Hiring Process. Urban Education 58:3, pages 367-397.
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Mark Boylan, Lynne Truelove, Sally Pearse, Sue O’Brien, Helen Sheehan, Tony Cowell & Eleanor Long. (2023) Developing trauma-informed teacher education in England. London Review of Education 21:1.
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Carly D. Robinson. (2022) A Framework for Motivating Teacher-Student Relationships. Educational Psychology Review 34:4, pages 2061-2094.
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Chaddrick D. James-Gallaway. (2022) “The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher. Teachers College Record: The Voice of Scholarship in Education 124:11, pages 58-81.
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Mirit Haybi Barak & Avihu Shoshana. (2022) “Learning is not the most important thing; it's to make them into human beings”: Teacher identity in vocational schools in Israel. Teaching and Teacher Education 117, pages 103794.
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Spencer J. Smith. (2022) Adding a Register of Relational Justice: A Fuller Picture of the Debate Around No-Excuses Schools. Studies in Philosophy and Education 41:3, pages 287-305.
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Leoandra Onnie Rogers & Sheretta T. Butler‐Barnes. (2021) “[E]ven Though We Don’t Have Everything…We Build Our Own Thing”: Exploring Black Girl Space. Journal of Research on Adolescence 32:1, pages 49-68.
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Ilanit Pinto-Dror & Avihu Shoshana. (2022) Teacher identity in elite schools in Israel: Shared habitus, a sense of chosenness, and an open future. Teaching and Teacher Education 111, pages 103606.
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Matthew Clarke, Charlotte Haines Lyon, Emma Walker, Linda Walz, Jordi Collet-Sabé & Kate Pritchard. (2021) The banality of education policy: Discipline as extensive evil in the neoliberal era. Power and Education 13:3, pages 187-204.
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L. Trenton S. Marsh. (2020) “Raw Intelligence Does Not Help You”: Exploring Teachers’ Conceptualizations of Success at One “No-Excuses” Charter School. Urban Education 56:7, pages 1106-1136.
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Elise Castillo. (2020) A Neoliberal Grammar of Schooling? How a Progressive Charter School Moved toward Market Values. American Journal of Education 126:4, pages 519-547.
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Lily Lamboy, Ashley Taylor & Winston Thompson. (2020) Paternalistic aims and (mis)attributions of agency: What the over-punishment of Black girls in US classrooms teaches us about just school discipline. Theory and Research in Education 18:1, pages 59-77.
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