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Preservice Elementary Teachers’ Understandings of Competing Notions of Academic Achievement Coexisting in Post-NCLB Public Schools


by Keffrelyn D. Brown & Lisa S. Goldstein — 2013


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Cite This Article as: Teachers College Record Volume 115 Number 1, 2013, p. 1-37
http://www.tcrecord.org ID Number: 16739, Date Accessed: 11/26/2014 3:10:40 PM
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About the Author
  • Keffrelyn Brown
    University of Texas at Austin
    KEFFRELYN D. BROWN is an assistant professor in the Department of Curriculum and Instruction and affiliated faculty with the Department of African and African Diaspora Studies at the University of Texas at Austin. Her research interests focus on understanding how teachers acquire, understand, and use sociocultural knowledge in their classroom practice and examining school-based and societal discourses circulated about African Americans.
  • Lisa Goldstein
    Santa Clara University
    E-mail Author
    LISA S. GOLDSTEIN is a professor and the director of teacher education at Santa Clara University. Her recent research examines the impact of state accountability systems on the curricular and instructional decision-making of practicing and preservice elementary teachers.
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