Race-Conscious Teacher Coaching: Disrupting Implicit Bias and Improving Teachers’ Relationships with Black Students
Author:
Affiliation:
1. University of Cincinnati, Cincinnati, OH, USA
Funder
University of Cincinnati
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/10474412.2024.2359673
Reference56 articles.
1. Schools as racial spaces: understanding and resisting structural racism
2. Blake, J. J., Smith, D. M., Marchbanks, M. P., Seibert, A. L., Wood, S. M., & Kim, E. S. (2016). Does student–teacher racial/ethnic match impact Black students’ discipline risk? A test of the cultural synchrony hypothesis. In Skiba, R., Mediratta, K., Rausch, M. (Eds.), Inequality in school discipline (pp. 79–98). New York: Palgrave Macmillan.
3. Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions
4. Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention
5. Cross-cultural comparisons and implications for students with EBD: A decade of understanding;Chakraborti-Ghosh S.;International Journal of Special Education,2010
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