School and Behavioral Outcomes Among Inner City Children: Five-Year Follow-Up.Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant FamiliesTiming of First Childbirth and Young Women's Postsecondary Education in an inner-city minority cohort.Dynamic Leadership Succession: Strengthening Urban Principal Succession PlanningThe Relationship Between Parental Involvement and Urban Secondary School Student Academic AchievementFraming Hip HopA Cultural Analysis of the Achievement Gap DiscourseTeachers' Perceptions and Expectations and the Black-White Test Score GapExamining Transformational Resistance Through a Critical Race and Latcrit Theory FrameworkYou Can’t Fix What You Don’t Look AtFactors Associated With Low Achievement Among Students From Nairobi’s Urban Informal Neighborhoods“Thank You, Black Twitter”: State Violence, Digital Counterpublics, and Pedagogies of ResistanceRacial Microaggressions in the WorkplaceTheorizing Racial Inequity in Special EducationSelf-Esteem and Interracial Attitudes in Black High School Students“I Want to Do More and Change Things”: Reframing CTE Toward Possibilities in Urban EducationExclusivity, Exclusion, and Social Class in Urban Education Markets in the United KingdomFresh Faces, New Places: Moving Beyond Teacher-Researcher Perspectives in Hip-Hop-Based Education ResearchThe Multicultural Teaching Competency Scale: Development and Initial ValidationBarriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM ClassroomsImmigration and the Ambivalence of the SchoolLet Me Blow Your MindExperiment PerilousMrs. Boyd’s Fifth-Grade Inclusive ClassroomMoving Culturally Relevant Pedagogy From Theory to Practice: Exploring Teachers’ Application of Culturally Relevant Education in Science and MathematicsPreservice Teachers’ Learning about Cultural and Racial DiversityThe Not-So-Invisible ProfessorsTo Set an Example“The Way We Found Them to Be”: Remembering E. Franklin Frazier and the Politics of Respectable Black TeachersBook Deserts: The Consequences of Income Segregation on Children’s Access to PrintA March of DesegregationTypologizing School–Community PartnershipsPromise NeighborhoodsEffects of Ethnicity and Gender on Teachers’ Evaluation of Students’ Spoken ResponsesWhite and Black Teachers’ Job SatisfactionConnecting With Students Through a Critical, Participatory Curriculum: An Exploration Into a High School History Teacher’s Construction of Teacher–Student Relationships
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P1433
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1965-01-01T00:00:00Z