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期刊目录 | EDUCATION AND URBAN SOCIETY
(2019) Teachers’ Perceptions of Educational Inclusion for Migrant Children in Chinese Urban Schools: A Cohort Study
(2019) How Does Variation in the State’s Choice Over Higher Education Governance Affect University Restructuring? A Time-Series-Cross-Sectional Analysis
(2019) Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education
(2019) Student, Neighborhood, and School Factors and Their Association With College Readiness: Exploring the Implementation of a Race- and Socioeconomic-Based Student Assignment Plan
(2019) Injustice, Uselessness, and Illness: A Qualitative Study of Unemployed Graduates’ Lives in Iran
(2019) A Study on Turkish and Lithuanian Young Adults’ Perception of Values
(2019) High School Teachers’ Sense-Making of Response to Intervention: A Critical Practice Analysis
(2019) Exploring Factors That Facilitate Acculturation Strategies and Academic Success of West African Immigrant Youth in Urban Schools
(2019) A Meta-Analysis on the Relationship Between Student Abstinence-Only Programs and Sexual Behavior and Attitudes
(2019) African American Males’ Decisions to Teach: Barriers, Motivations, and Supports Necessary for Completing a Teacher Preparation Program
(2019) Flight to Safety in Deindustrialized Cities: Perceptions of School Safety in Charter and Public Schools in Detroit, Michigan
(2019) The Contextualization of Self and Place Within a Second-Grade Study of Recent Immigration
(2019) Parental Involvement and the Black–White Discipline Gap: The Role of Parental Social and Cultural Capital in American Schools
(2019) “I Never Would Have Noticed It Before”: The Possibilities of Critical Discussion Groups for Teacher Candidate Policy Engagement
(2019) Race Tracks: Career Aspirations and Feelings of Isolation in the Mainstream Classroom
(2019) Meta-Analysis of Parental Involvement and Achievement in East Asian Countries
(2019) Exploring Student Achievement Gaps in School Districts Across the United States
(2019) Examining the Relationship Between Beliefs About Mind-Set, Beliefs About Knowledge, and Cultural Proficiency Development for K-12 Public School Teachers
