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

Enduring Myths That Inhibit School Turnaround


reviewed by Rachel E. Durham — April 29, 2018

coverTitle: Enduring Myths That Inhibit School Turnaround
Author(s): Coby Meyers (Ed.)
Publisher: Information Age Publishing, Charlotte
ISBN: 168123887X, Pages: 360, Year: 2017
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 Enduring Myths That Inhibit School Turnaround
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 29, 2018
http://www.tcrecord.org ID Number: 22348, Date Accessed: 5/27/2018 4:10:05 AM

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

Related Discussion
 
Post a Comment | Read All

About the Author
  • Rachel Durham
    Johns Hopkins University
    E-mail Author
    RACHEL E. DURHAM is an assistant professor in the School of Education at Johns Hopkins University. With a background in sociology of education and demography, her research interests include urban education, college access and postsecondary transitions, community schools, and school improvement. She is also Director of Evaluation at the Baltimore Education Research Consortium (BERC), a researcher-practitioner partnership that aims to conduct and disseminate strategic research that informs decisions to improve the educational and life outcomes of children in Baltimore. While an avid dataphile, she also strongly believes in the translational efforts that social scientists must undertake to ensure the implications of their research can be accessible to different educational stakeholders.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS