Control as Care: How Teachers in “No Excuses” Charter Schools Position Their Students and Themselves
Author:
Affiliation:
1. University of Oklahoma;
2. University of Connecticut;
3. Michigan State University
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10665684.2018.1539359
Reference78 articles.
1. Toward a theory ofcritical carein urban small school reform: examining structures and pedagogies of caring in two Latino community‐based schools1
2. Social Class and School Knowledge
3. Stories: Big or small
4. To Have and to Have Not
5. An Extended Positioning Analysis of a Pre-Service Teacher's Better Life Small Story
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1. Quality in School Trusts: A Comparative Study in Four Countries;Education Sciences;2024-07-10
2. From Awareness to Action: Institutional Agents Attempt to (Re)imagine College Readiness and Success at a No-Excuses Charter High School;Teachers College Record: The Voice of Scholarship in Education;2024-03
3. Putting ourselves together: School belonging, parental socialization, and teacher support of Latinx youth.;School Psychology;2024-02-08
4. “We aren’t what we say:” discontinuities of teacher beliefs and instructional practice at a “no-excuses” and high-achieving urban charter school;Whiteness and Education;2024-01-22
5. “Learning Can’t Occur in Chaos:” A Critical Policy Discourse Analysis of No Excuses Charter School Websites;The Urban Review;2024-01-17
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