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Download full textDorman, Elizabeth Hope – Online Yearbook of Urban Learning, Teaching, and Research, 2012
In this study, I explore the role of the "small schools" context on the development and learning of two first-year urban high school teachers with respect to equity-focused teaching. Analysis points to specific ways in which the small schools context fostered teaching for social justice: strong student-teacher relationships, interdisciplinary…
Descriptors: Achievement Gap, Social Justice, Teacher Educators, Secondary School Teachers
