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Volumn 49, Issue 5, 1998, Pages 381-390

A collaborative action research model for teacher preparation programs

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0039986156     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487198049005008     Document Type: Article
Times cited : (16)

References (28)
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  • 5
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  • 6
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    • Primary language instruction and the education of language minority students
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    • Cummins, J. (1994). Primary language instruction and the education of language minority students. In C. Leyba (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-46). Los Angeles: Evaluation, Dissemination and Assessment Center, School of Education, California State University at Los Angeles.
    • (1994) Schooling and Language Minority Students: A Theoretical Framework , pp. 3-46
    • Cummins, J.1
  • 8
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    • Service learning with bilingual communities and the struggle for change: A critical approach
    • (in press) J. Hellebrandt & L. Varona (Eds.), Washington DC: American Association for Higher Education
    • Diaz-Greenberg, R., Keating, J., Baldwin, M. (in press). Service learning with bilingual communities and the struggle for change: A critical approach. In J. Hellebrandt & L. Varona (Eds.), Service learning in Spanish. Washington DC: American Association for Higher Education.
    • Service Learning in Spanish
    • Diaz-Greenberg, R.1    Keating, J.2    Baldwin, M.3
  • 10
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    • Fueyo, V.1    Koorland, M.A.2
  • 16
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    • Bilingual education and second language acquisition theory
    • C. Leyba (Ed.), Los Angeles: Evaluation, Dissemination and Assessment Center, School of Education, California State University at Los Angeles
    • Krashen, S. (1994). Bilingual education and second language acquisition theory. In C. Leyba (Ed.), Schooling and language minority students: A theoretical framework (pp. 47-75). Los Angeles: Evaluation, Dissemination and Assessment Center, School of Education, California State University at Los Angeles.
    • (1994) Schooling and Language Minority Students: A Theoretical Framework , pp. 47-75
    • Krashen, S.1
  • 18
    • 0039648745 scopus 로고    scopus 로고
    • Reston, VA: Author
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    • (1996) Breaking Ranks
  • 19
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    • New York: Columbia College Press
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    • (1996) What Matters Most
  • 23
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    • Commentary: Teachers are researchers
    • M. Olson (Ed.), Newark, DE: International Reading Association
    • Shannon, P. (1990). Commentary: Teachers are researchers. In M. Olson (Ed.), Opening the door to classroom research (pp. 141-54). Newark, DE: International Reading Association.
    • (1990) Opening the Door to Classroom Research , pp. 141-154
    • Shannon, P.1
  • 25
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    • The construction of reality: Criticism in modern and post modern science
    • W.J.T. Mitchell (Ed.), Chicago: University of Chicago Press
    • Toulmin, S. (1982). The construction of reality: Criticism in modern and post modern science. In W.J.T. Mitchell (Ed.), The politics of interpretation (pp. 99-118). Chicago: University of Chicago Press.
    • (1982) The Politics of Interpretation , pp. 99-118
    • Toulmin, S.1
  • 26
    • 0002339803 scopus 로고
    • A process for adapting curriculum in inclusive classrooms
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    • Udvari-Solner, A. (1995). A process for adapting curriculum in inclusive classrooms. In R. Villa & J. Thousand (Eds.), Creating an inclusive school (pp. 110-124). Alexandria, VA: Association for Supervision and Curriculum Development.
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  • 27
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    • Alexandria, VA: Association for Supervision and Curriculum Development
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    • (1995) Creating an Inclusive School
    • Villa, R.1    Thousand, J.2


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