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Social and Emotional Learning and Teachers

The Future of children, 2017, Vol.27 (1), p.137-155

Schonert-Reichl, Kimberly A.

2017

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From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement

Journal of applied social psychology, 2021-05, Vol.51 (5), p.522-533

2021

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Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education

American educational research journal, 2019-08, Vol.56 (4), p.1412-1456

Mensah, Felicia Moore

2019

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“Now as a teacher”: Novice Teachers Reflect on English Language Teacher Education in Iran

Qualitative report, 2019-06, Vol.24 (6), p.1373-1398

2019

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Criticalizing Teacher Perceptions of Urban School Climate: Exploring the Impact of Racism and Race-Evasive Culture in a Predominantly White Teacher Workforce

Education and urban society, 2023-11, Vol.55 (8), p.949-974

2023

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Teachers and politics

European Journal of Political Economy, 2020-09, Vol.64, p.101902, Article 101902

Lindov, Dalila

2020

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Preparing K-12 Teachers for ELLs: Improving Teachers’ L2 Knowledge and Strategies Through Innovative Professional Development

Urban education (Beverly Hills, Calif.), 2020-12, Vol.55 (10), p.1489-1506

2020

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Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

Computers in human behavior, 2019-12, Vol.101, p.334-349

Mertala, Pekka

2019

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“Being colorblind is one of the worst things”: White teachers’ attitudes and ethnic‐racial socialization in a rural elementary school

Journal of social issues, 2021-12, Vol.77 (4), p.1126-1148

2021

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Why Teacher Education? Documenting Undocumented Female Student Teachers’ Motives in Indonesia: A Case Study

Qualitative report, 2017-01, Vol.22 (1), p.309

2017

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A Study on the Relationship Between Preservice STEM Teachers’ Beliefs About Migrant Students and Teachers’ Roles in Chinese Urban Schools

Education and urban society, 2021-02, Vol.53 (2), p.206-230

2021

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On the Harm Inflicted by Urban Teacher Education Programs: Learning From the Historical Trauma Experienced by Teachers of Color

Urban education (Beverly Hills, Calif.), 2023-07, Vol.58 (6), p.1238-1270

2023

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It Is Tough to Come Back. Who Am I Now as a Language Teacher?: The Re-Positioning of Three Vietnamese Teachers of English Language Returning from Overseas Programs

Journal of ethnic and cultural studies, 2024-01, Vol.11 (1), p.13-38

2024

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Assertiveness and adaptation: Prospective teachers’ social competence development and its significance for occupational well‐being

British journal of educational psychology, 2021-03, Vol.91 (1), p.500-526

2021

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“We’ve Been Forgotten”: First-Hand Perspectives on Teacher Leaders and Teacher Leadership in Urban Schools

Education and urban society, 2024-06, Vol.56 (5), p.541-563

2024

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Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives Through Imagined Composite Stories

Teachers College record (1970), 2022-07, Vol.124 (7), p.150-173

2022

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Critical Race Theory and the Whiteness of Teacher Education

Urban education (Beverly Hills, Calif.), 2017-02, Vol.52 (2), p.155-169

Sleeter, Christine E.

2017

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The Urban Teacher Residency Model to Prepare Teachers: A Review of the Literature

Urban education (Beverly Hills, Calif.), 2024-10, Vol.59 (8), p.2489-2518

2024

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Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching

Urban education (Beverly Hills, Calif.), 2016-12, Vol.51 (10), p.1198-1225

2016

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Preparing Teacher Candidates for Trauma-Informed Practices

Urban education (Beverly Hills, Calif.), 2022-04, Vol.57 (4), p.662-685

2022

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Learning in Context and Practicing in Place: Engaging Preservice Teachers in Urban-Focused Context Specific Teacher Education

Urban education (Beverly Hills, Calif.), 2024-04, Vol.59 (4), p.1191-1223

2024

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Teachers’ Interpretation of the Cultural Relevancy of MoneySKILL

Education and urban society, 2021-02, Vol.53 (2), p.185-205

2021

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Political assumptions underlying pedagogies of national education: The case of student teachers teaching ‘British values’ in England

British educational research journal, 2018-04, Vol.44 (2), p.319-337

2018

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Teacher Educators’ and Student Teachers’ Beliefs About Preparation for Working With Families Including Those From Diverse Socioeconomic and Cultural Backgrounds

Education and urban society, 2017-01, Vol.49 (1), p.81-109

2017

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Conformers, Adaptors, Imitators, and Rejecters: How No-excuses Teachers' Cultural Toolkits Shape Their Responses to Control

Sociology of education, 2018-01, Vol.91 (1), p.28-45

Golann, Joanne W.

2018

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Social and Emotional Learning and Teachers

From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement

Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education

“Now as a teacher”: Novice Teachers Reflect on English Language Teacher Education in Iran

Criticalizing Teacher Perceptions of Urban School Climate: Exploring the Impact of Racism and Race-Evasive Culture in a Predominantly White Teacher Workforce

Teachers and politics

Preparing K-12 Teachers for ELLs: Improving Teachers’ L2 Knowledge and Strategies Through Innovative Professional Development

Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

“Being colorblind is one of the worst things”: White teachers’ attitudes and ethnic‐racial socialization in a rural elementary school

Why Teacher Education? Documenting Undocumented Female Student Teachers’ Motives in Indonesia: A Case Study

A Study on the Relationship Between Preservice STEM Teachers’ Beliefs About Migrant Students and Teachers’ Roles in Chinese Urban Schools

On the Harm Inflicted by Urban Teacher Education Programs: Learning From the Historical Trauma Experienced by Teachers of Color

It Is Tough to Come Back. Who Am I Now as a Language Teacher?: The Re-Positioning of Three Vietnamese Teachers of English Language Returning from Overseas Programs

Assertiveness and adaptation: Prospective teachers’ social competence development and its significance for occupational well‐being

“We’ve Been Forgotten”: First-Hand Perspectives on Teacher Leaders and Teacher Leadership in Urban Schools

Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives Through Imagined Composite Stories

Critical Race Theory and the Whiteness of Teacher Education

The Urban Teacher Residency Model to Prepare Teachers: A Review of the Literature

Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching

Preparing Teacher Candidates for Trauma-Informed Practices

Learning in Context and Practicing in Place: Engaging Preservice Teachers in Urban-Focused Context Specific Teacher Education

Teachers’ Interpretation of the Cultural Relevancy of MoneySKILL

Political assumptions underlying pedagogies of national education: The case of student teachers teaching ‘British values’ in England

Teacher Educators’ and Student Teachers’ Beliefs About Preparation for Working With Families Including Those From Diverse Socioeconomic and Cultural Backgrounds

Conformers, Adaptors, Imitators, and Rejecters: How No-excuses Teachers' Cultural Toolkits Shape Their Responses to Control

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