Pub Date : 2023-02-01DOI: 10.1177/01614681231161391
Amanda Datnow, A. W. Guerra, Shana R. Cohen, Benjamin C. Kennedy, Joseph Lee
Background/Context: High quality early education, preschool through third grade, has received significant attention as a vehicle for addressing academic disparities. Research–practice partnerships (RPPs) offer a promising strategy for improving early education and closing the gap between research and practice; however, RPPs in the early learning context are understudied, and there is little information about how teachers experience them. Purpose/Research Questions: Grounded in a framework of sensemaking theory and research on teachers’ beliefs and RPPs, this paper addresses the following questions: (1) How did an early education RPP attempt to build a meaningful and trusting partnership and amplify teacher voices? (2) How did teachers make sense of new knowledge within the context of the RPP and their practical wisdom? (3) To what degree were teachers reaffirming existing beliefs vs. questioning or adjusting current beliefs through their participation in the RPP? Research Design: This paper relies on qualitative data gathered as part of an interdisciplinary education neuroscience longitudinal RPP project between university researchers and educators in a California school district. The data analyzed for this paper included field notes and artifacts from RPP meetings and transcripts of teacher interviews. Conclusions/Recommendations: The RPP intentionally created opportunities for teachers to amplify their perspectives and interpretations. Within RPP meeting spaces, teachers reflected on their beliefs and practices in light of research conducted in their schools and, more generally, sometimes adjusting and other times reaffirming their views. The extent to which teachers incorporated new knowledge into their cognitive schemas varied based on the topic and how and where the information was presented. These findings yield important implications for research–practice partnerships and system change in early childhood education.
{"title":"Teacher Sensemaking in an Early Education Research–Practice Partnership","authors":"Amanda Datnow, A. W. Guerra, Shana R. Cohen, Benjamin C. Kennedy, Joseph Lee","doi":"10.1177/01614681231161391","DOIUrl":"https://doi.org/10.1177/01614681231161391","url":null,"abstract":"Background/Context: High quality early education, preschool through third grade, has received significant attention as a vehicle for addressing academic disparities. Research–practice partnerships (RPPs) offer a promising strategy for improving early education and closing the gap between research and practice; however, RPPs in the early learning context are understudied, and there is little information about how teachers experience them. Purpose/Research Questions: Grounded in a framework of sensemaking theory and research on teachers’ beliefs and RPPs, this paper addresses the following questions: (1) How did an early education RPP attempt to build a meaningful and trusting partnership and amplify teacher voices? (2) How did teachers make sense of new knowledge within the context of the RPP and their practical wisdom? (3) To what degree were teachers reaffirming existing beliefs vs. questioning or adjusting current beliefs through their participation in the RPP? Research Design: This paper relies on qualitative data gathered as part of an interdisciplinary education neuroscience longitudinal RPP project between university researchers and educators in a California school district. The data analyzed for this paper included field notes and artifacts from RPP meetings and transcripts of teacher interviews. Conclusions/Recommendations: The RPP intentionally created opportunities for teachers to amplify their perspectives and interpretations. Within RPP meeting spaces, teachers reflected on their beliefs and practices in light of research conducted in their schools and, more generally, sometimes adjusting and other times reaffirming their views. The extent to which teachers incorporated new knowledge into their cognitive schemas varied based on the topic and how and where the information was presented. These findings yield important implications for research–practice partnerships and system change in early childhood education.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"66 - 98"},"PeriodicalIF":1.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47213595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1177/01614681231161236
Charles Munter, Phi D. Nguyen, C. Quinn
Background/Context: The problems that school district leaders identify and how they frame them have consequences—for both policy implementation and the ways that teachers respond. Although that is likely true in all community contexts (from rural to urban, inside and outside metropolitan centers), the influence of broader discourses associated with accountability reforms centered around state standardized testing may not be uniform across those contexts. Purpose/Objective/Research Question or Focus of Study: In this article, we report the results of an interview study we conducted with leaders in 50 school districts across the U.S. state of Missouri, in which we investigated what they identified as—and how they framed—their districts’ most salient problems related to mathematics. Guiding our analysis were the following questions: (1) What do those who oversee school districts’ mathematics instruction and curriculum identify as mathematics-related problems, and how do they frame those problems? (2) Do leaders’ identification and framing of problems differ with respect to districts’ size and proximity to metropolitan centers? (3) If so, to what extent are institutional factors, including mathematics achievement, economic resources, the presence of a mathematics-specific leader, and the district’s pedagogical commitments, predictive of leaders’ identification and framing of problems? Research Design: In 50 school districts in Missouri, sampled from different categories of size and proximity to metropolitan centers, we interviewed the district leader most responsible for overseeing mathematics curriculum and instruction about their mathematics-related challenges. We also collected contextual information from governmental websites, including population data, student achievement rates, student racial and economic demographics, and district economic resources (i.e., per-pupil expenditures). Through qualitative analysis we identified what leaders identified as their most pressing challenge and how they framed that challenge. Through regression analysis we identified which community and district characteristics were predictive of leaders’ problem identification and framing. Conclusions/Recommendations: Our results point to meaningful differences in leaders’ identification and framing of problems related to whether they work within metropolitan areas. In particular, we argue that leaders in nonmetropolitan districts appear more likely to adopt the frame offered by the “corporate model of schooling,” defining and framing problems around improvement in standardized test scores, whereas leaders in metropolitan areas are more likely to define problems in terms of equity and the ways that students experience school mathematics. And leaders from smaller districts were more likely to employ a strictly “management” framing of outcomes-related problems, describing responses focused exclusively on changing district programs and structures (rather than a “learning” f
{"title":"Framing School Mathematics Challenges Inside and Outside Metropolitan Areas","authors":"Charles Munter, Phi D. Nguyen, C. Quinn","doi":"10.1177/01614681231161236","DOIUrl":"https://doi.org/10.1177/01614681231161236","url":null,"abstract":"Background/Context: The problems that school district leaders identify and how they frame them have consequences—for both policy implementation and the ways that teachers respond. Although that is likely true in all community contexts (from rural to urban, inside and outside metropolitan centers), the influence of broader discourses associated with accountability reforms centered around state standardized testing may not be uniform across those contexts. Purpose/Objective/Research Question or Focus of Study: In this article, we report the results of an interview study we conducted with leaders in 50 school districts across the U.S. state of Missouri, in which we investigated what they identified as—and how they framed—their districts’ most salient problems related to mathematics. Guiding our analysis were the following questions: (1) What do those who oversee school districts’ mathematics instruction and curriculum identify as mathematics-related problems, and how do they frame those problems? (2) Do leaders’ identification and framing of problems differ with respect to districts’ size and proximity to metropolitan centers? (3) If so, to what extent are institutional factors, including mathematics achievement, economic resources, the presence of a mathematics-specific leader, and the district’s pedagogical commitments, predictive of leaders’ identification and framing of problems? Research Design: In 50 school districts in Missouri, sampled from different categories of size and proximity to metropolitan centers, we interviewed the district leader most responsible for overseeing mathematics curriculum and instruction about their mathematics-related challenges. We also collected contextual information from governmental websites, including population data, student achievement rates, student racial and economic demographics, and district economic resources (i.e., per-pupil expenditures). Through qualitative analysis we identified what leaders identified as their most pressing challenge and how they framed that challenge. Through regression analysis we identified which community and district characteristics were predictive of leaders’ problem identification and framing. Conclusions/Recommendations: Our results point to meaningful differences in leaders’ identification and framing of problems related to whether they work within metropolitan areas. In particular, we argue that leaders in nonmetropolitan districts appear more likely to adopt the frame offered by the “corporate model of schooling,” defining and framing problems around improvement in standardized test scores, whereas leaders in metropolitan areas are more likely to define problems in terms of equity and the ways that students experience school mathematics. And leaders from smaller districts were more likely to employ a strictly “management” framing of outcomes-related problems, describing responses focused exclusively on changing district programs and structures (rather than a “learning” f","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"35 - 65"},"PeriodicalIF":1.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47662022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the tensions between a diversifying middle school’s efforts to create an antiracist school community and instructional practices that frequently marginalized the experiences, knowledge, and questions of students of color. It uses teachers’ responses to the 2016 presidential election as a window into the challenges of developing asset-based pedagogies in classrooms that include White students.
{"title":"“I Didn’t Have a Lesson”: Politics and Pedagogy in a Diversifying Middle School","authors":"Alexandra Freidus","doi":"10.35542/osf.io/w7aub","DOIUrl":"https://doi.org/10.35542/osf.io/w7aub","url":null,"abstract":"This article examines the tensions between a diversifying middle school’s efforts to create an antiracist school community and instructional practices that frequently marginalized the experiences, knowledge, and questions of students of color. It uses teachers’ responses to the 2016 presidential election as a window into the challenges of developing asset-based pedagogies in classrooms that include White students.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"122 1","pages":"1-40"},"PeriodicalIF":1.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41981267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alex J. Bowers, Mark H. Blitz, Marsha E. Modeste, Jason D. Salisbury, Richard Halverson
Background: Across the recent research on school leadership, leadership for learning has emerged as a strong framework for integrating current theories, such as instructional, transformational, and distributed leadership as well as effective human resource practices, instructional evaluation, and resource allocation. Yet, questions remain as to how, and to what extent teachers and leaders practice the skills and tasks that are known to be associated with effective school leadership, and to what extent do teachers and leaders agree that these practices are taking place in their school. Purpose of the Study: We examine these issues through applying a congruency-typology model to the validation sample of the Comprehensive Assessment of Leadership for Learning (CALL), (117 schools across the US, including 3,367 teachers and their school leaders) to examine the extent to which there may be significantly different subgroups of teacher and leader responders to the survey, how these subgroups may cluster non-randomly in schools, and to what extent the subgroups of teachers and principals This document is a preprint of a manuscript published in the journal Teachers College Record. Citation: Bowers, A. J., Blitz, M., Modeste, M., Salisbury, J., & Halverson, R. (2017) How Leaders Agree with Teachers in Schools on Measures of Leadership Practice: A Two-Level Latent Class Analysis of the Comprehensive Assessment of Leadership for Learning. Teachers College Record, 119(4). http://www.tcrecord.org/Content.asp?ContentId=21677 The research reported in this paper was supported by the U.S. Department of Education Institute of Education Sciences (Award R305A090265) and by the Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison. Any opinions, findings, or conclusions expressed in this chapter are those of the authors and do not necessarily reflect the views of the funding agencies, WCER, or cooperating institutions. Note: A previous version of this manuscript was presented at the 2013 annual meeting of the University Council for Educational Administration (UCEA). Indianapolis, IN 3 Alex J. Bowers (bowers@tc.edu); Teachers College, Columbia University; Bowers@tc.edu; 525 W. 120 Street, New York, New York 10027. ORCID: 0000-0002-5140-6428 are aligned or not on their perception that the skills and practices of leadership for learning take place in their school. Research Design: We used multilevel latent class analysis (LCA) to identify significantly different types of teacher and leader responders to CALL, including a cross-level interaction to examine the extent to which there is a typology model of teacher responders across schools and the extent to which the teacher subgroup responses align with the leader of the school. Findings: We find that there are three statistically significant different subgroups of teacher responders to CALL, Low (31.4%), Moderate (43.3%), and High (25.4%). In addition, these subgroups cluster non-ra
然而，教师和领导如何以及在多大程度上实践与有效的学校领导有关的技能和任务，以及教师和领导在多大程度上同意这些实践正在他们的学校发生，这些问题仍然存在。研究目的:这篇文章是发表在《师范学院记录》杂志上的一篇手稿的预印本。师范院校学刊，119(4)。http://www.tcrecord.org/Content.asp?ContentId=21677本文报告的研究得到了美国教育部教育科学研究所(Award R305A090265)和威斯康星大学麦迪逊分校教育学院威斯康星教育研究中心的支持。本章中表达的任何观点、发现或结论都是作者的观点，并不一定反映资助机构、WCER或合作机构的观点。注:本文的前一个版本在2013年大学教育管理委员会(UCEA)年会上发表。印第安纳州印第安纳波利斯3 Alex J. Bowers (bowers@tc.edu);哥伦比亚大学师范学院;Bowers@tc.edu;邮编:10027纽约西120街525号是否在他们的认知上一致，即在他们的学校里发生了领导学习的技能和实践。研究设计:我们使用多层次潜在类分析(LCA)来识别不同类型的教师和领导对CALL的反应，包括跨层次互动来检查跨学校教师反应的类型模型的程度，以及教师亚组反应与学校领导一致的程度。研究结果:我们发现教师对CALL的反应有三个具有统计学意义的不同亚组，低(31.4%)，中等(43.3%)和高(25.4%)。
{"title":"How Leaders Agree with Teachers in Schools on Measures of Leadership Practice: A Two-Level Latent Class Analysis of the Comprehensive Assessment of Leadership for Learning","authors":"Alex J. Bowers, Mark H. Blitz, Marsha E. Modeste, Jason D. Salisbury, Richard Halverson","doi":"10.7916/D8SF4CKB","DOIUrl":"https://doi.org/10.7916/D8SF4CKB","url":null,"abstract":"Background: Across the recent research on school leadership, leadership for learning has emerged as a strong framework for integrating current theories, such as instructional, transformational, and distributed leadership as well as effective human resource practices, instructional evaluation, and resource allocation. Yet, questions remain as to how, and to what extent teachers and leaders practice the skills and tasks that are known to be associated with effective school leadership, and to what extent do teachers and leaders agree that these practices are taking place in their school. Purpose of the Study: We examine these issues through applying a congruency-typology model to the validation sample of the Comprehensive Assessment of Leadership for Learning (CALL), (117 schools across the US, including 3,367 teachers and their school leaders) to examine the extent to which there may be significantly different subgroups of teacher and leader responders to the survey, how these subgroups may cluster non-randomly in schools, and to what extent the subgroups of teachers and principals This document is a preprint of a manuscript published in the journal Teachers College Record. Citation: Bowers, A. J., Blitz, M., Modeste, M., Salisbury, J., & Halverson, R. (2017) How Leaders Agree with Teachers in Schools on Measures of Leadership Practice: A Two-Level Latent Class Analysis of the Comprehensive Assessment of Leadership for Learning. Teachers College Record, 119(4). http://www.tcrecord.org/Content.asp?ContentId=21677 The research reported in this paper was supported by the U.S. Department of Education Institute of Education Sciences (Award R305A090265) and by the Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison. Any opinions, findings, or conclusions expressed in this chapter are those of the authors and do not necessarily reflect the views of the funding agencies, WCER, or cooperating institutions. Note: A previous version of this manuscript was presented at the 2013 annual meeting of the University Council for Educational Administration (UCEA). Indianapolis, IN 3 Alex J. Bowers (bowers@tc.edu); Teachers College, Columbia University; Bowers@tc.edu; 525 W. 120 Street, New York, New York 10027. ORCID: 0000-0002-5140-6428 are aligned or not on their perception that the skills and practices of leadership for learning take place in their school. Research Design: We used multilevel latent class analysis (LCA) to identify significantly different types of teacher and leader responders to CALL, including a cross-level interaction to examine the extent to which there is a typology model of teacher responders across schools and the extent to which the teacher subgroup responses align with the leader of the school. Findings: We find that there are three statistically significant different subgroups of teacher responders to CALL, Low (31.4%), Moderate (43.3%), and High (25.4%). In addition, these subgroups cluster non-ra","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"119 1","pages":"1-66"},"PeriodicalIF":1.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71368198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yinji Ma, Yeguang Xue, Kyung-In Jang, Xue Feng, John A Rogers, Yonggang Huang
A stiff thin film bonded to a pre-strained, compliant substrate wrinkles into a sinusoidal form upon release of the pre-strain. Many analytical models developed for the critical pre-strain for wrinkling assume that the substrate is semi-infinite. This critical pre-strain is actually much smaller than that for a substrate with finite thickness (Ma Y et al. 2016 Adv. Funct. Mater. (doi:10.1002/adfm.201600713)). An analytical solution of the critical pre-strain for a system of a stiff film bonded to a pre-strained, finite-thickness, compliant substrate is obtained, and it agrees well with the finite-element analysis. The finite-thickness effect is significant when the substrate tensile stiffness cannot overwhelm the film tensile stiffness.
在释放预应变时，粘结在预应变顺应基底上的硬薄膜会皱成正弦曲线。许多为起皱临界预应变开发的分析模型都假定基底是半无限的。这个临界预应变实际上比有限厚度基底的临界预应变小得多（Ma Y 等人，2016 Adv.Funct.Mater.(doi:10.1002/adfm.201600713)).我们得到了刚性薄膜与预应变、有限厚度、顺应性基底粘合系统临界预应变的解析解，它与有限元分析结果非常吻合。当基底的拉伸刚度不能压倒薄膜的拉伸刚度时，有限厚度的影响是显著的。
{"title":"Wrinkling of a stiff thin film bonded to a pre-strained, compliant substrate with finite thickness.","authors":"Yinji Ma, Yeguang Xue, Kyung-In Jang, Xue Feng, John A Rogers, Yonggang Huang","doi":"10.1098/rspa.2016.0339","DOIUrl":"10.1098/rspa.2016.0339","url":null,"abstract":"<p><p>A stiff thin film bonded to a pre-strained, compliant substrate wrinkles into a sinusoidal form upon release of the pre-strain. Many analytical models developed for the critical pre-strain for wrinkling assume that the substrate is semi-infinite. This critical pre-strain is actually much smaller than that for a substrate with finite thickness (Ma Y <i>et al.</i> 2016 <i>Adv. Funct. Mater.</i> (doi:10.1002/adfm.201600713)). An analytical solution of the critical pre-strain for a system of a stiff film bonded to a pre-strained, finite-thickness, compliant substrate is obtained, and it agrees well with the finite-element analysis. The finite-thickness effect is significant when the substrate tensile stiffness cannot overwhelm the film tensile stiffness.</p>","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"20160339"},"PeriodicalIF":3.5,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5014113/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85124828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review of, Design, Make, Play: Growing the Next Generation of STEM Innovators","authors":"Dilafruz R. Williams","doi":"10.5860/choice.51-1612","DOIUrl":"https://doi.org/10.5860/choice.51-1612","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71143317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Increasing the number of young people who attain postsecondary credentials has become one of the primary educational objectives of the 2010s. While low college success rates are typically linked to students’ lack of academic preparation for college and their subsequent need for developmental or remedial instruction, research suggests that even many students who are deemed “college-ready” by virtue of their placement test scores or completion of developmental coursework still do not earn a credential. This paper builds on previous work arguing that community college success is dependent not only upon academic preparation but also upon a host of important skills, attitudes, and behaviors that are often left unspoken. Drawing on role theory and on a qualitative study conducted at three community colleges, this paper aims to clarify the role of community college student and the components of that role that must be enacted for students to be successful. Using data from interviews at the study sites, we provide a concrete, actionable description of the community college student role. We also present a framework that practitioners can use to help students learn how to be successful community college students.
{"title":"\"They Never Told Me What to Expect, So I Didn't Know What to Do\": Defining and Clarifying the Role of a Community College Student","authors":"M. Karp, R. H. Bork","doi":"10.7916/D8W09F54","DOIUrl":"https://doi.org/10.7916/D8W09F54","url":null,"abstract":"Increasing the number of young people who attain postsecondary credentials has become one of the primary educational objectives of the 2010s. While low college success rates are typically linked to students’ lack of academic preparation for college and their subsequent need for developmental or remedial instruction, research suggests that even many students who are deemed “college-ready” by virtue of their placement test scores or completion of developmental coursework still do not earn a credential. This paper builds on previous work arguing that community college success is dependent not only upon academic preparation but also upon a host of important skills, attitudes, and behaviors that are often left unspoken. Drawing on role theory and on a qualitative study conducted at three community colleges, this paper aims to clarify the role of community college student and the components of that role that must be enacted for students to be successful. Using data from interviews at the study sites, we provide a concrete, actionable description of the community college student role. We also present a framework that practitioners can use to help students learn how to be successful community college students.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"116 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71368469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of 'The problem with boys education: Beyond the backlash'","authors":"A. Keddie","doi":"10.5860/choice.47-5163","DOIUrl":"https://doi.org/10.5860/choice.47-5163","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2009-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71129404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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