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Teacher Development and Reform in an Inner-City School


by Jean Anyon 1994

The teacher development project described in this article reveals ways in which the social consequences of poverty and racial marginalization may be crucial to the outcomes of educational reform in inner-city schools. The study demonstrates that educational reform can be affected by the economic, political, and cultural context of which a school is in large part a product. The author addresses the consequences of this educational embeddedness for school reform, and suggests that in order to create good schools in the inner cities, educational reform must be accompanied by other, more fundamental social changes.


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Cite This Article as: Teachers College Record Volume 96 Number 1, 1994, p. 14-31
http://www.tcrecord.org ID Number: 45, Date Accessed: 12/14/2017 9:40:01 PM

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