Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Inclusive Education: Examining Equity on Five Continents


reviewed by Amy Boele — April 13, 2012

coverTitle: Inclusive Education: Examining Equity on Five Continents
Author(s): Alfredo J. Artiles, Elizabeth B. Kozleski, & Federico R. Waitoller (eds.)
Publisher: Harvard University Press, Cambridge
ISBN: 161250115X, Pages: 290, Year: 2011
Search for book at Amazon.com


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Inclusive Education: Examining Equity on Five Continents
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: April 13, 2012
http://www.tcrecord.org ID Number: 16753, Date Accessed: 10/22/2017 10:21:00 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Amy Boele
    University of Colorado, Boulder
    AMY BOELÉ is currently a doctoral candidate at the School of Education, University of Colorado Boulder. Amy enjoys teaching the undergraduate course Differentiating Instruction in Elementary Classrooms to preservice teachers. Her research interests include inclusion, literacy instruction, assessment, and classroom discourse, especially pertaining to students with disabilities and English language learners. Amy’s dissertation examines teachers’ questioning practices during small-group reading instruction and the extent to which they mediate teachers’ understandings of student ability, especially for students with identified learning disabilities. Other recent projects have explored reading comprehension strategy instruction, along with the ways in which ideologies of normal serve to construct disability, as can be found in her recent coauthored publications, “Using Collaborative Strategic Reading to Foster Success for All Students in the Middle School Classrooms” and “Race, Language, and Ability: Deconstructing, Reconstructing, and Transcending Borders of Normal.”
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS