Citations (38)
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Josephine H. Pham. (2022) Racial micropolitical literacy: Examining the sociopolitical realities of teachers of color co-constructing student transformational resistance. Curriculum Inquiry 52:5, pages 518-543.
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Martha Montero-Sieburth & Domiziana Turcatti. (2022) Preventing disengagement leading to early school leaving: pro-active practices for schools, teachers and families. Intercultural Education 33:2, pages 139-155.
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Xiangdong Li. (2018) Teaching beliefs and learning beliefs in translator and interpreter education: an exploratory case study. The Interpreter and Translator Trainer 12:2, pages 132-151.
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Julia T. Shaw. (2018) Alleviating praxis shock: Induction policy and programming for urban music educators. Arts Education Policy Review 119:1, pages 25-35.
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Einat Lichtinger & Judith Leichtentritt. (2016) Self-Regulation Programs for At-Risk Youth: Are Teachers Affected Too?. Journal of Education for Students Placed at Risk (JESPAR) 21:2, pages 104-117.
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Karen Eppley. (2015) “Hey, I Saw Your Grandparents at Walmart”: Teacher Education for Rural Schools and Communities. The Teacher Educator 50:1, pages 67-86.
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David S. McLaughlin & Angela Calabrese Barton. (2013) Preservice Teachers’ Uptake and Understanding of Funds of Knowledge in Elementary Science. Journal of Science Teacher Education 24:1, pages 13-36.
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Pei-Wen Tzuo, Liang
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Bradley Baurain. (2011) Morality, Relationality, and Listening Pedagogy in Language Education. International Journal of Listening 25:3, pages 161-177.
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ERICD. HOCHBERG & LAURAM. DESIMONE. (2010) Professional Development in the Accountability Context: Building Capacity to Achieve Standards. Educational Psychologist 45:2, pages 89-106.
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Alisa Kessel. (2009) Un‐contented characters: an education in the shared practices of democratic engagement. Critical Review of International Social and Political Philosophy 12:3, pages 425-442.
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Guy Itzchakov, Netta Weinstein, Eli Vinokur & Avinoam Yomtovian. (2022) Communicating for workplace connection: A longitudinal study of the outcomes of listening training on teachers' autonomy, psychological safety, and relational climate. Psychology in the Schools 60:4, pages 1279-1298.
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Dana Prewitt. (2019) Teaching for Change: Identities and the Work of Educators of Elementary Children. Humanity & Society 45:1, pages 49-81.
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Pelin Irgin. 2021. Design Solutions for Adaptive Hypermedia Listening Software. Design Solutions for Adaptive Hypermedia Listening Software
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Elizabeth Bettini & Yujeong Park. (2017) Novice Teachers’ Experiences in High-Poverty Schools: An Integrative Literature Review. Urban Education 56:1, pages 3-31.
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Jonathon Sargeant. 2021. Third International Handbook of Globalisation, Education and Policy Research. Third International Handbook of Globalisation, Education and Policy Research
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Jennifer Y. Kinser-Traut & Erin E. Turner. (2018) Shared authority in the mathematics classroom: successes and challenges throughout one teacher’s trajectory implementing ambitious practices. Journal of Mathematics Teacher Education 23:1, pages 5-34.
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Sauro Civitillo, Linda P. Juang & Maja K. Schachner. (2018) Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers. Educational Research Review 24, pages 67-83.
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Kijpokin Kasemsap. 2017. Teacher Education for Ethical Professional Practice in the 21st Century. Teacher Education for Ethical Professional Practice in the 21st Century
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Rosemary Henze. (2016) Crossing Over, Back, and Through: Reflections on the Use of Video in Ethnographic Research and in Social Change. Anthropology & Education Quarterly 47:3, pages 223-234.
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JENA ANANTA KUMAR. (2015) STUDENTS PERCEPTION IS THE INSTRUMENT TO PREDICT THE QUALITY OF TEACHERS IN HIGHER EDUCATION: A REGRESSION ANALYSIS. i-manager’s Journal on Educational Psychology 9:1, pages 25.
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Cynthia Taines. (2013) Educators and youth activists: A negotiation over enhancing students’ role in school life. Journal of Educational Change 15:2, pages 153-178.
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Kavita Kapadia Matsko & Karen Hammerness. (2013) Unpacking the “Urban” in Urban Teacher Education. Journal of Teacher Education 65:2, pages 128-144.
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Rose M. Pringle, Katie Milton Brkich, Thomasenia Lott Adams, Cirecie West‐Olatunii & Diane A. Archer‐Banks. (2012) Factors Influencing Elementary Teachers' Positioning of African American Girls as Science and Mathematics Learners. School Science and Mathematics 112:4, pages 217-229.
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Mary M. Kennedy. (2008) Contributions of Qualitative Research to Research on Teacher Qualifications. Educational Evaluation and Policy Analysis 30:4, pages 344-367.
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