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Introduction to the Special Issue: The Social (In)justice of Labeling in a High-Stakes Testing Era: Implications for Teachers and School Psychologists


by Sharon L. Nichols & Felicia Castro-Villarreal — 2017

Introduction to the special issue.


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Cite This Article as: Teachers College Record Volume 119 Number 9, 2017, p. -
http://www.tcrecord.org ID Number: 22007, Date Accessed: 7/26/2017 2:47:29 AM

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About the Author
  • Sharon Nichols
    University of Texas at San Antonio
    E-mail Author
    SHARON L. NICHOLS is Associate Professor of Educational Psychology at the University of Texas at San Antonio. She is coauthor of Collateral Damage: How High-Stakes Testing Corrupts America’s Schools (with D. C. Berliner, Harvard Education Press, 2007). Her current work focuses on the impact of test-based accountability on teachers, their instructional practices, and adolescent motivation and development.
  • Felicia Castro-Villarreal
    University of Texas at San Antonio
    E-mail Author
    FELICIA CASTRO-VILLARREAL is Associate Professor of Educational Psychology at the University of Texas at San Antonio and a Licensed Specialist in School Psychology. Her current work focuses on teacher consultation in culturally and linguistically diverse multi-tiered systems of support and intervention programming for students with learning, behavioral, and socio-emotional needs.
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