Citations (8)
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Lin Wu 吴林. (2023) Enacting Hip-Hop Pedagogy for Joy and Justice. The Educational Forum 87:3, pages 147-161.
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Erica R. Hamilton, Amy Burns, Alison E. Leonard & Linda K. Taylor. (2020) Three Museums and A Construction Site: A Collaborative Self-Study of Learning from Teaching in Community-Based Settings. Studying Teacher Education 16:1, pages 84-104.
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Audrey Amrein-Beardsley, Kerry Lawton & Katherine Ronan. (2017) An elusive policy imperative: data and methodological challenges when using growth in student achievement to evaluate teacher education programs’ ‘Value-Added’. Teaching Education 28:3, pages 296-316.
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Sophia Han. (2016) Teaching diversity: a reflexive learning opportunity for a teacher educator. Teaching Education 27:4, pages 410-426.
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Wendy D. Bokhorst-Heng, Joan B. Flagg-Williams & Stewart West. (2014) The palimpsest layers of pre-service teachers’ literacy autobiographies. Pedagogies: An International Journal 9:4, pages 343-364.
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Articles from other publishers (3)
Katarina Blennow, Martin Malmström & Elizabeth Petroelje Stolle. (2023) Countering Discourses of Derision: Moving towards Action in Teacher Education in the USA and Sweden. Education Sciences 13:7, pages 635.
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Noelle A. Paufler & Audrey Amrein-Beardsley. (2016) Preparing Teachers for Educational Renewal Within Current Contexts of Accountability. Journal of Teacher Education 67:4, pages 251-262.
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Audrey Amrein-Beardsley, Joshua H. Barnett & Tirupalavanam G. Ganesh. (2013) Seven Legitimate Apprehensions About Evaluating Teacher Education Programs and Seven “Beyond Excuses” Imperatives. Teachers College Record: The Voice of Scholarship in Education 115:12, pages 1-34.
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