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Who says I don’t want to come to school? School policies disenfranchise American Indian youth’s educational vision
This article focuses on the importance of contextualizing school policies by illuminating how one school rule, In-School-Suspension (ISS) disengages students from the learning process.
Date:
2009
Creator:
Quijada, Patricia D. & Murakami-Ramalho, Elizabeth
System:
The UNT Digital Library
Idiot's Guide or A People's History: Teaching U.S. History in Mexico
This article discusses how textbooks can influence the classroom as a political space, using the example of the "Consorcio Clavijero" program, which offers Mexican professionals the opportunity to enter bilingual contexts in the U.S. as interns and classroom teachers.
Date:
June 2008
Creator:
Heiman, Daniel
System:
The UNT Digital Library
Teacher Qualification and the Achievement Gap in Early Primary Grades
This article examines the relationship of the qualification requirement of the No Child Left Behind Act to the goal of reducing the academic achievement gap.
Date:
August 10, 2009
Creator:
Easton-Brooks, Donald & Davis, Alan
System:
The UNT Digital Library
Leading with Heart: Urban Elementary Principals as Advocates for Students
This article explores how urban elementary school principals reconcile the challenges of educational accountability within the constraints of standardized testing policies required by the No Child Left Behind Act.
Date:
April 2009
Creator:
Rodriguez, Mariela A.; Murakami-Ramalho, Elizabeth & Ruff, William G.
System:
The UNT Digital Library
The PRO Program: One District's Experience with Decentralizing Staff Development
This article examines one district's staff development plan that has successfully engaged teachers and administrators in designing and implementing relevant programs that make a positive difference for schools and students.
Date:
April 1, 2000
Creator:
Huffman, Jane B.; Caldwell, Dottie & Taber, Katherine L.
System:
The UNT Digital Library