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| 100 |
_aAronson, Brittany A. _956302 |
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| 245 |
_aFrom Teacher Education to Practicing Teacher: _bWhat Does Culturally Relevant Praxis Look Like/ |
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| 260 |
_bSage, _c2020. |
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| 300 | _aVol 55, Issue 8-9, 2020( 1115–1141 p.) | ||
| 520 | _aDespite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teacher implemented culturally relevant education through (a) a caring community, (b) holding high expectations, (c) cultural competence, and (d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared. | ||
| 773 | 0 |
_010959 _916913 _dSage, 2019. _tUrban education |
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| 856 | _uhttps://doi.org/10.1177/0042085916672288 | ||
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_2ddc _cEJR |
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_c13984 _d13984 |
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