Τρίτη 25 Οκτωβρίου 2022

 

American Educational Research Journal (AERJ)


  Vol. 59, n°5, 10/ 2022

 
  • Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space, Luis A. Leyva, R. Taylor McNeill, B R. Balmer, Brittany L. Marshall, V. Elizabeth King, Zander D. Alley
  • Separate Remains Unequal: Contemporary Segregation and Racial Disparities in School District Revenue, Ericka S. Weathers, Victoria E. Sosina
  • Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching?, Christopher Redding
  • Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies, Beth E. Schueler, Catherine Armstrong Asher, Katherine E. Larned, Sarah Mehrotra, Cynthia Pollard
  • Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations, Dan Goldhaber, Matt Ronfeldt, James Cowan, Trevor Gratz, Emanuele Bardelli, Matt TruwitBlack



https://journals.sagepub.com/toc/AER/current

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