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100			_aMirra, Nicole _956280
245			_aThe Overwhelming Need: _bHow the Unequal Political Economy Shapes Urban Teachers’ Working Conditions/
260			_bSage, _c2020.
300			_aVol 55, Issue 7, 2020( 1045–1075 p.)
520			_aAlthough the literature on teacher working conditions often cites student- and school-level factors as contributors to teacher turnover in high-poverty urban schools, the larger context of social and economic inequality within which these factors are situated is often overlooked. This mixed-methods study draws upon a survey of nearly 800 California public high school teachers and case studies of two high-poverty urban high schools to highlight the ways that inequality structures teacher time and student learning in these schools. We highlight efforts teachers make to meet student needs and exert professional agency within the broader social ecology of inequality.
700			_aRogers, John _956281
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916668952
942			_2ddc _cEJR
999			_c13973 _d13973