-
1
-
-
84887573323
-
Arresting development: Addressing the school discipline crisis in Florida
-
Advancement Project. (Spring), Advancement Project, NAACP Legal Defense and Education Fund
-
Advancement Project. (2006, Spring). Arresting development: Addressing the school discipline crisis in Florida, Report prepared by Florida State Conference NAACP, Advancement Project, NAACP Legal Defense and Education Fund.
-
(2006)
Report Prepared by Florida State Conference NAACP
-
-
-
7
-
-
11044223364
-
Beyond the methods fetish: Toward a humanizing pedagogy
-
Bartolome, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64, 173-194.
-
(1994)
Harvard Educational Review
, vol.64
, pp. 173-194
-
-
Bartolome, L.1
-
8
-
-
14644425879
-
Creating and equal playing field: Teachers as advocates, border crossers, and cultural brokers
-
Z. F. Beykont (Ed.),. Cambridge, MA: Harvard Education
-
Bartolome, L. (2002). Creating and equal playing field: Teachers as advocates, border crossers, and cultural brokers. In Z. F. Beykont (Ed.), The power of culture: Teaching across language difference (pp. 167-191). Cambridge, MA: Harvard Education.
-
(2002)
The Power of Culture: Teaching across Language Difference
, pp. 167-191
-
-
Bartolome, L.1
-
9
-
-
53549087403
-
Before recognition, and after: The educational critique
-
Bingham, C. (2006). Before recognition, and after: The educational critique. Educational Theory, 56, 325-344.
-
(2006)
Educational Theory
, vol.56
, pp. 325-344
-
-
Bingham, C.1
-
11
-
-
34547998534
-
Lost and turned out: Academic, social, and emotional experiences of students excluded from school
-
Brown, T. (2007). Lost and turned out: Academic, social, and emotional experiences of students excluded from school. Urban Education, 42, 432-454.
-
(2007)
Urban Education
, vol.42
, pp. 432-454
-
-
Brown, T.1
-
14
-
-
0002866844
-
Alienation: An explanation of high dropout rates among African American and Latino students
-
Calabrese, R. L., & Poe, J. (1990). Alienation: An explanation of high dropout rates among African American and Latino students. Educational Research Quarterly, 14(4), 22-26.
-
(1990)
Educational Research Quarterly
, vol.14
, Issue.4
, pp. 22-26
-
-
Calabrese, R.L.1
Poe, J.2
-
15
-
-
33749497828
-
A critically compassionate intellectualism for Latina/o students: Raising voices above the silencing in our schools
-
Cammarota, J., & Romero, A. (2006). A critically compassionate intellectualism for Latina/o students: Raising voices above the silencing in our schools. Multicultural Education, 14 (1), 2-10.
-
(2006)
Multicultural Education
, vol.14
, Issue.1
, pp. 2-10
-
-
Cammarota, J.1
Romero, A.2
-
16
-
-
0035457955
-
Structuring failure and success: Understanding the variability in Latino school engagement
-
Conchas, G. Q. (2001). Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 71, 475-504.
-
(2001)
Harvard Educational Review
, vol.71
, pp. 475-504
-
-
Conchas, G.Q.1
-
24
-
-
0000764186
-
Why urban adolescents drop into and out of public high school
-
Fine, M. (1986). Why urban adolescents drop into and out of public high school. Teachers College Record, 87, 393-409.
-
(1986)
Teachers College Record
, vol.87
, pp. 393-409
-
-
Fine, M.1
-
25
-
-
0000630730
-
Silencing in public schools
-
Fine, M. (1987). Silencing in public schools. Language Arts, 64, 157-174.
-
(1987)
Language Arts
, vol.64
, pp. 157-174
-
-
Fine, M.1
-
27
-
-
4644247207
-
-
with, New York: Teachers College Press
-
Fine, M., Roberts, R. A., & Torre, M. E. (with Bloom, J., Burns, A., Chajet, L. & Guishard, M., & Payne, Y.) (2004). Echoes of Brown: Youth documenting and performing the legacy of Brown u Board of Education. New York: Teachers College Press,.
-
(2004)
Echoes of Brown: Youth Documenting and Performing the Legacy of Brown U Board of Education
-
-
Fine, M.1
Roberts, R.A.2
Torre, M.E.3
Bloom, J.4
Burns, A.5
Chajet, L.6
Guishard, M.7
Payne, Y.8
-
35
-
-
0002453843
-
Racialized discourses and ethnic epistemologies
-
Denzin & Y. Lincoln (Eds.),. Thousand Oaks, CA: Sage
-
Ladson-Billings, G. (2000). Racialized discourses and ethnic epistemologies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 257-277). Thousand Oaks, CA: Sage.
-
(2000)
Handbook of Qualitative Research
, pp. 257-277
-
-
Ladson-Billings, G.1
-
41
-
-
84972990168
-
Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms
-
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132-141.
-
(1992)
Theory into Practice
, vol.31
, pp. 132-141
-
-
Moll, L.C.1
Amanti, C.2
Neff, D.3
Gonzalez, N.4
-
42
-
-
85050707733
-
-
Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA
-
Mosqueda, E. (2007). English proficiency, tracking, and the mathematics achievement of Latino English learners. Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.
-
(2007)
English Proficiency, Tracking, and the Mathematics Achievement of Latino English Learners
-
-
Mosqueda, E.1
-
45
-
-
0012476921
-
Confronting the urban in urban school reform
-
Noguera, P. A. (1996). Confronting the urban in urban school reform. Urban Review, 28( 1), 1-19.
-
(1996)
Urban Review
, vol.28
, Issue.1
, pp. 1-19
-
-
Noguera, P.A.1
-
47
-
-
33845754693
-
From a pivotal civil rights activist to radical equations: Grassroots leadership and lessons for educational leaders. A conversation with Robert Moses
-
Normore, A. H. (2006). From a pivotal civil rights activist to radical equations: Grassroots leadership and lessons for educational leaders. A conversation with Robert Moses. UCEA Review, University Council of Educational Administration, 68( 1), 19-22.
-
(2006)
UCEA Review, University Council of Educational Administration
, vol.68
, Issue.1
, pp. 19-22
-
-
Normore, A.H.1
-
51
-
-
3042772132
-
-
Cambridge, MA: The Civil Rights Project at Harvard University. Contributors: Urban Institute, Advocates for Children of New York, and the Civil Society Institute
-
Orfield, G., Losen, D., Wald, J., & Swanson, C. (2004), Losing our future: How minority youth are being left behind by the graduation rate crisis. Cambridge, MA: The Civil Rights Project at Harvard University. Contributors: Urban Institute, Advocates for Children of New York, and the Civil Society Institute.
-
(2004)
Losing Our Future: How Minority Youth are Being Left behind by the Graduation Rate Crisis
-
-
Orfield, G.1
Losen, D.2
Wald, J.3
Swanson, C.4
-
52
-
-
0036491560
-
How schools can do better: Fostering stronger connections between teachers and students
-
Pianta, R. C., Stuhlman, M. W., & Hamre, B. K. (2002). How schools can do better: Fostering stronger connections between teachers and students. New Directions for Youth Development, 93, 91-107.
-
(2002)
New Directions for Youth Development
, vol.93
, pp. 91-107
-
-
Pianta, R.C.1
Stuhlman, M.W.2
Hamre, B.K.3
-
53
-
-
35148868177
-
Latinos and school reform: Voice, action, and agency
-
Rodriguez, L. F. (2004). Latinos and school reform: Voice, action, and agency. ReVista: Harvard Review of Latin America, 5(2), 38-39.
-
(2004)
ReVista: Harvard Review of Latin America
, vol.5
, Issue.2
, pp. 38-39
-
-
Rodriguez, L.F.1
-
55
-
-
18144364715
-
Yo, mister! An alternative urban high school offers lessons on respect
-
Rodriguez, L. F. (2005b). Yo, mister! An alternative urban high school offers lessons on respect Educational leadership, 62(7), 78-80.
-
(2005)
Educational Leadership
, vol.62
, Issue.7
, pp. 78-80
-
-
Rodriguez, L.F.1
-
56
-
-
55949108447
-
Struggling to recognize their existence: Student-adult relationships in the urban high school context
-
Rodriguez, L. F. (2008a). Struggling to recognize their existence: Student-adult relationships in the urban high school context Urban Review, 40, 436-453.
-
(2008)
Urban Review
, vol.40
, pp. 436-453
-
-
Rodriguez, L.F.1
-
57
-
-
49149112731
-
Teachers know you can do more: Manufacturing deliberate cultures of success for urban high school students
-
Rodriguez, L. F. (2008b). "Teachers know you can do more": Manufacturing deliberate cultures of success for urban high school students. Educational Policy, 22, 758-780.
-
(2008)
Educational Policy
, vol.22
, pp. 758-780
-
-
Rodriguez, L.F.1
-
58
-
-
84887603228
-
Over-coming test prep pedagogy: Getting urban high school students to educate pre-service teachers using liberatory pedagogy
-
Rodriguez, L. F. (2009). Over-coming test prep pedagogy: Getting urban high school students to educate pre-service teachers using liberatory pedagogy. The Sophist's Bane: The Journal of The Society of Professors of Education.
-
(2009)
The Sophist's Bane: The Journal of the Society of Professors of Education
-
-
Rodriguez, L.F.1
-
59
-
-
78049323946
-
Engaging youth in participatory action research for education and social transformation
-
Rodriguez, L. F., & Brown, T. M (2009). Engaging youth in participatory action research for education and social transformation. New Directions for Youth Development, 123, 19-34.
-
(2009)
New Directions for Youth Development
, vol.123
, pp. 19-34
-
-
Rodriguez, L.F.1
Brown, T.M.2
-
61
-
-
7444245014
-
Why students drop out of school and what can be done
-
(January), Paper presented at, Cambridge, MA, Sponsored by Achieve, Inc. and the Civil Rights Project, Harvard University
-
Rumberger, R. W. (2001, January). Why students drop out of school and what can be done. Paper presented at the conference Dropouts in America: How Severe Is the Problem? What Do We Know About Intervention and Prevention? Cambridge, MA. Sponsored by Achieve, Inc., and the Civil Rights Project, Harvard University.
-
(2001)
The Conference Dropouts in America: How Severe is the Problem? What do We Know about Intervention and Prevention?
-
-
Rumberger, R.W.1
-
62
-
-
84928849704
-
Teaching and social change: Reflections on a Freirean approach in a college classroom
-
Solorzano, D. (1989). Teaching and social change: Reflections on a Freirean approach in a college classroom. Teaching Sociology, 17, 218-225.
-
(1989)
Teaching Sociology
, vol.17
, pp. 218-225
-
-
Solorzano, D.1
-
63
-
-
0002387687
-
Images and words that wound: Critical race theory, racial stereotyping and teacher education
-
Solorzano, D. (1997). Images and words that wound: Critical race theory, racial stereotyping and teacher education. Teacher Education Quarterly, 24, 5-19.
-
(1997)
Teacher Education Quarterly
, vol.24
, pp. 5-19
-
-
Solorzano, D.1
-
64
-
-
0035343949
-
Critical race theory, transformational resistance and social justice: Chicana and Chicano students in an urban context
-
Solorzano, D., & Delgado Bernal, D. (2001). Critical race theory, transformational resistance and social justice: Chicana and Chicano students in an urban context. Urban Education, 36, 308-342.
-
(2001)
Urban Education
, vol.36
, pp. 308-342
-
-
Solorzano, D.1
Delgado Bernal, D.2
-
66
-
-
0001778197
-
The politics of recognition
-
D. T. Goldberg (Ed.),. Cambridge, MA: Blackwell
-
Taylor, C. (1994). The politics of recognition. In D. T. Goldberg (Ed.) Multiculturalism: A critical reader (pp. 75-106). Cambridge, MA: Blackwell.
-
(1994)
Multiculturalism: A Critical Reader
, pp. 75-106
-
-
Taylor, C.1
-
67
-
-
33750529440
-
Las identidades tambien lloran/identities also cry: Exploring the human side of Latina/o indigenous identities
-
Urrieta, L., Jr. (2003). Las identidades tambien lloran/identities also cry: Exploring the human side of Latina/o indigenous identities. Educational Studies, 34, 147-168.
-
(2003)
Educational Studies
, vol.34
, pp. 147-168
-
-
Urrieta Jr., L.1
-
70
-
-
55949094301
-
-
Retrieved from
-
Van Manen, M. (1996). The pedagogy of recognition. Retrieved from http://www.phenomenol-ogyonline.com/max/project&/hsrecogn.html.
-
(1996)
The Pedagogy of Recognition
-
-
Van Manen, M.1
-
71
-
-
0009409129
-
Can institutions care? Evidence from the segregated school of African American children
-
M. J. Shujaa (Ed.),. Thousand Oaks, CA: Corwin Press
-
Walker, V. S. (1996). Can institutions care? Evidence from the segregated school of African American children. In M. J. Shujaa (Ed.), Beyond desegregation: The quality of African American schooling (pp. 209-226). Thousand Oaks, CA: Corwin Press.
-
(1996)
Beyond Desegregation: The Quality of African American Schooling
, pp. 209-226
-
-
Walker, V.S.1
-
72
-
-
0000729096
-
Dropping out: How much do schools contribute to the problem?
-
Wehlage, G. G., & Rutter, R. A. (1986). Dropping out: How much do schools contribute to the problem? Teachers College Record, 87, 374-392.
-
(1986)
Teachers College Record
, vol.87
, pp. 374-392
-
-
Wehlage, G.G.1
Rutter, R.A.2
-
74
-
-
16344373986
-
Whose culture has capital? A critical race theory discussion of community cultural wealth
-
Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 5(1), 69-91.
-
(2005)
Race Ethnicity and Education
, vol.5
, Issue.1
, pp. 69-91
-
-
Yosso, T.J.1
|