| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Dream Attained or Deferred? Examination of Production and Placement of Latino Administrators
|
Crawford, Emily R.
|
|
2017
|
|
10 |
p. 1167-1203
|
artikel
|
| 2 |
Barriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms
|
Wassell, Beth A.
|
|
2017
|
|
10 |
p. 1233-1254
|
artikel
|
| 3 |
Book Review: Excellence vs. equality: Can society achieve both goals?
|
Kaplan, Leslie S.
|
|
2018
|
|
10 |
p. 1291-1295
|
artikel
|
| 4 |
Book Review: Moving teacher education into urban schools and communities: Prioritizing community strengths
|
Williamson, Peter
|
|
2016
|
|
10 |
p. 1259-1265
|
artikel
|
| 5 |
Context as Content in Urban Teacher Education
|
Williamson, Peter
|
|
2016
|
|
10 |
p. 1170-1197
|
artikel
|
| 6 |
“Context-Specific” Teacher Preparation for New York City
|
Williamson, Peter
|
|
2016
|
|
10 |
p. 1226-1258
|
artikel
|
| 7 |
De Facto Desegregation in the Urban North: Voices of African American Teachers and Principals on Employment, Students, and Community in Columbus, Ohio, 1940 to 1980
|
Ward Randolph, Adah
|
|
2019
|
|
10 |
p. 1403-1430
|
artikel
|
| 8 |
Effects of Ambient Noise on the Measurement of Mathematics Achievement for Urban High School Students
|
Zhang, Bo
|
|
2018
|
|
10 |
p. 1195-1209
|
artikel
|
| 9 |
Effects of Different-Race Exposure in School and Neighborhood on the Reading Achievement of Hmong Students in the United States
|
Lee, Moosung
|
|
2017
|
|
10 |
p. 1255-1283
|
artikel
|
| 10 |
Introduction to the Special Issue on Urban Teacher Residencies
|
Williamson, Peter
|
|
2016
|
|
10 |
p. 1155-1169
|
artikel
|
| 11 |
Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching
|
Williamson, Peter
|
|
2016
|
|
10 |
p. 1198-1225
|
artikel
|
| 12 |
Reading Interventionist Research in Two Urban Elementary Schools Through a Discursive Lens
|
Ippolito, John
|
|
2018
|
|
10 |
p. 1265-1290
|
artikel
|
| 13 |
Redressing Science Learning Through Supporting Language: The Biology Credit Recovery Course
|
Gomez, Kimberley
|
|
2019
|
|
10 |
p. 1489-1519
|
artikel
|
| 14 |
Social Networks and Minority Male College Access: The “Tip of the Iceberg” Phenomena
|
Elliott, Diane Cárdenas
|
|
2018
|
|
10 |
p. 1210-1237
|
artikel
|
| 15 |
“So Why Is It OK Here?” Literacy Candidates Grappling With Culture/Culturally Relevant Pedagogy in Urban Fieldsites
|
Jacobs, Katrina Bartow
|
|
2019
|
|
10 |
p. 1520-1550
|
artikel
|
| 16 |
Talking Back at School: Using the Literacy Classroom as a Site for Resistance to the School-to-Prison Pipeline and Recognition of Students Labeled “At-Risk”
|
Martin, Jennifer L.
|
|
2017
|
|
10 |
p. 1204-1232
|
artikel
|
| 17 |
Teachers as Creative Designers in Transnationalism
|
Malsbary, Christine Brigid
|
|
2018
|
|
10 |
p. 1238-1264
|
artikel
|
| 18 |
Teaching for “Real”: Reconciling Explicit Literacy Instruction With Inclusive Pedagogy in a Fourth-Grade Urban Classroom
|
Naraian, Srikala
|
|
2019
|
|
10 |
p. 1581-1607
|
artikel
|
| 19 |
The Matter of Parents’ Stories: Urban African American Mothers’ Counter-Stories About the Common Core State Standards and Quality Teaching
|
Lewis Ellison, Tisha
|
|
2019
|
|
10 |
p. 1431-1461
|
artikel
|
| 20 |
The Role of Teacher–Pupil Relations in Stereotype Threat Effects in Flemish Secondary Education
|
Nouwen, Ward
|
|
2019
|
|
10 |
p. 1551-1580
|
artikel
|
| 21 |
White Teachers, Racial Privilege, and the Sociological Imagination
|
Crowley, Ryan
|
|
2019
|
|
10 |
p. 1462-1488
|
artikel
|
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