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School Connections: U.S. Mexican Youth, Peers, and School Achievementreviewed by Estela Ballon — 2005 Title: School Connections: U.S. Mexican Youth, Peers, and School Achievement Author(s): Margaret A. Gibson, Patricia Gándara and Jill Peterson Koyama (Editors) Publisher: Teachers College Press, New York ISBN: 0807744379, Pages: 210, Year: 2004 Search for book at Amazon.comTo view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Leaving Children Behind, How “Texas-style” Accountability Fails Latino Youth
- Re-writing Race and Gender Lessons in the Classroom: Second-Generation Dominicans in New York City
- Teaching in Tensions: Latino Immigrant Youth, Their Teachers, and the Structures of Schooling
- Trans-formations: Migration, Family Life, and Achievement Motivation among Latino Adolescents
- A Comparison of the Latin and Non-Latin Groups in High School
- Peer Rejection: Developmental Processes and Intervention Strategies
- Peer Competence and Social Inclusion in Early Childhood Programs
- The Determinants of Educational Outcomes: The Impact of Families, Peers, Teachers, and Schools
- Walking the Road: Race, Diversity, and Social Justice in Teacher Education
- When Are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective
- The Moral Dimensions of Teaching: Language, Power, and Culture in Classroom Interaction
- The Line Between Us: Teaching About the Border and Mexican Immigration
- Higher Education as Ignorance: The Contempt of Mexicans in the American Educational System
- Artists and Counter-Narratives in the New Era of Anti-Immigration
- Chicano Students and the Courts: The Mexican American Legal Struggle for Educational Equality
- Creating Connections in Teaching and Learning
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- Estela Ballon
California State Polytechnic University, Pomona
E-mail Author
ESTELA GODINEZ BALLÓN is an Assistant Professor in the Liberal Studies Department at California State Polytechnic University, Pomona. Her main fields of interest include tracking and ability grouping, parent-school relations, and language politics in schools.
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