Citations (9)
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SandraI. Musanti, Sylvia Celedón-Pattichis & MaryE. Marshall. (2009) Reflections on Language and Mathematics Problem Solving: A Case Study of a Bilingual First-Grade Teacher
. Bilingual Research Journal 32:1, pages 25-41.
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Kathy Bussert-Webb. (2008)
¿Qué Hago? Latino/a Children Describe Their Activities in an “Exemplary” School. Journal of Latinos and Education 8:1, pages 38-54.
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Kris Sloan. (2008) The expanding educational services sector: neoliberalism and the corporatization of curriculum at the local level in the US. Journal of Curriculum Studies 40:5, pages 555-578.
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Kris Sloan. (2004) Curriculum and Pedagogy and Neoliberalism: Reclaiming Public, Democratic Life in Schools. Journal of Curriculum and Pedagogy 1:1, pages 40-43.
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Articles from other publishers (5)
Sandra Acosta, Tiberio Garza, Hsien-Yuan Hsu, Patricia Goodson, Yolanda Padrón, Heather H. Goltz & Anna Johnston. (2019) The Accountability Culture: a Systematic Review of High-Stakes Testing and English Learners in the United States During No Child Left Behind. Educational Psychology Review 32:2, pages 327-352.
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Shifang Tang, Zhuoying Wang & Yue Min. (2019) Texas–Mexico Border vs. Non-Border School Districts’ Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach. Education Sciences 9:1, pages 38.
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Sherry Marx & Cinthya M. Saavedra. (2013) Understanding the Epistemological Divide in ESL Education. Urban Education 49:4, pages 418-439.
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Eurydice Bouchereau Bauer. (2011) Informed Additive Literacy Instruction for ELLs. The Reading Teacher 62:5, pages 446-448.
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Kathryn S. Sanchez, Luellen M. Bledsoe, Carmela Sumabat & Renmin Ye. (2016) Hispanic Students’ Reading Situations and Problems. Journal of Hispanic Higher Education 3:1, pages 50-63.
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