Open AccessJournal Article
Voices of Equity: Beginning Teachers Are Crucial Partners and Emerging Leaders of Equity Education.
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This article is published in Journal of Staff Development.The article was published on 2013-12-01 and is currently open access. It has received 5 citations till now. The article focuses on the topics: Equity (economics).read more
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Journal ArticleDOI
Critically Conscious or Dangerously Dysconscious?: An Analysis of Teacher Candidates' Concerns in Urban Schools
TL;DR: This paper examined the extent to which teacher candidates' (TCs') concerns are related in any way to the critical scholarship they have engaged with throughout their teacher education coursework and found that TCs were more likely to be critically conscious regarding their own positionality in schools, yet overwhelmingly dysconscious when talking about students and families.
Book
High school classroom teacher talk: The belief-discourse gap
TL;DR: In this paper, a teacher's intended lesson, cultural background, and belief system is reflected in classroom language and how this language is interpreted by students impacts their learning and success, as the classroom teacher is pivotal in communicating the school's expected outcomes for each student.
Book ChapterDOI
The Schooling of Marginalized Students in Urban Canada: Programs, Curricula, and Pedagogies
TL;DR: The Community-Referenced Approach to Education (CRAE) as mentioned in this paper is based on equitable, democratic, and inclusive practices to enhance school effectiveness, student participation, and parental and community engagement.
Journal ArticleDOI
Diverse Classrooms: Social Justice, Equity, and Diversity Competencies for Teacher Candidates
TL;DR: The authors argued that teacher candidates exposed to in-depth social justice, equity, and diversity courses will develop competencies to help them better understand and apply the concepts of social justice and diversity, and also better understand students' academic progress, the teacher's role as an agent of change in the classroom, and students' heightened awareness of power, privilege, and oppression.