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Emotions, positive comparisons, and unexamined assumptions in novice U.S. teachers’ perspectives on English learners
16 references·0 citing·47 second hop
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this work references cited by second hop

References

  • 19951. Toward a Theory of Culturally Relevant Pedagogy8,040 cited
  • 1992Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms7,330 cited
  • 2012Qualitative Content Analysis in Practice5,796 cited
  • 2008National Center for Education Statistics4,546 cited
  • 20028. Preparing for Culturally Responsive Teaching2,702 cited
  • 2014What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward1,683 cited
  • 2005Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies1,201 cited
  • 2006Visible Identities1,023 cited
  • 2012Critical Literacy: Foundational Notes647 cited
  • 2007Teacher expectations, classroom context, and the achievement gap620 cited
  • 2002From assets to agents of change: Social justice, organizing, and youth development551 cited
  • 2010Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities392 cited
  • 2020Beyond Equity as Inclusion: A Framework of “Rightful Presence” for Guiding Justice-Oriented Studies in Teaching and Learning337 cited
  • 2008Uninvited Guests: The Influence of Teachers’ Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom330 cited

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  • 2018Trauma, Post-Migration Stress, and Mental Health: A Comparative Analysis of Refugees and Immigrants in the United States271 cited
  • 2011Teachers' Beliefs About English Language Learners in the Mainstream Classroom: A Review of the Literature252 cited
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