Review of Restoring opportunity: The crisis of inequality and the challenge for American education
DOI:
https://doi.org/10.14507/er.v23.2008References
Bastian, K. (2015). More than the national average: Rebuilding an infrastructure to advance teaching in North Carolina. Raleigh, NC: Think First NC.
Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115, 347-377.
Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research: An overview of the field, part 1. Journal of Teacher Education, 66(1), 7-20.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York: Teachers College Press.
Duncan, G. J., & Murnane, R. J. (2014). Restoring opportunity: The crisis of inequality and the challenge for American education. Cambridge, MA: Harvard Education Press.
Hanushek, E. A., & Rivkin, S. G. (2012). The distribution of teacher quality and implications for policy. Annual Review of Economics, 4, 131-157.
Kidder, T. (1989). Among schoolchildren. Boston: Houghton Mifflin.
Kirchhoff, A., & Lawrenz, F. (2011). The use of grounded theory to investigate the role of teacher education on STEM teachers’ career paths in high-need schools. Journal of Teacher Education, 62, 246-259.
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12. doi: 10.3102/0013189X035007003
Lareau, A. (2011). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.
Ronfeldt, M., Reininger, M., & Kwok, A. (2013). Recruitment or preparation? Investigating the effects of teacher characteristics and student teaching. Journal of Teacher Education, 64, 319-337.
Whipp, J. L., & Geronime, L. (2015). Experiences that predict early career teacher commitment to and retention in high-poverty urban schools. Urban Education, 1-30. doi:10.1177/0042085915574531
Downloads
Published
How to Cite
Issue
Section
License
Education Review/Reseñas Educativas/Resenhas Educativas is supported by the Scholarly Communications Group at the Mary Lou Fulton Teachers College, Arizona State University. Copyright is retained by the first or sole author, who grants right of first publication to the Education Review. Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Review, the changes are identified, and the same license applies to the derivative work. More details of this Creative Commons license are available at https://creativecommons.org/licenses/by-sa/4.0/
All Education Review/Reseñas Educativas/Resenhas Educativas content from 1998-2020 and was published under an earlier Creative Commons license: http://creativecommons.org/licenses/by-nc-sa/3.0
Education Review is a signatory to the Budapest Open Access Initiative.