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Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus


reviewed by Audrey A. Trainor — October 22, 2014

coverTitle: Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus
Author(s): Megan Watkins & Greg Noble
Publisher: Bloomsbury Academic, London
ISBN: 1441177116, Pages: 176, Year: 2013
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Cite This Article as: Teachers College Record, Date Published: October 22, 2014
http://www.tcrecord.org ID Number: 17729, Date Accessed: 12/14/2017 9:45:01 PM

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About the Author
  • Audrey Trainor
    University of Wisconsin–Madison
    E-mail Author
    AUDREY A. TRAINOR, PhD, associate professor of special education, Department of Teaching and Learning, New York University (start date January, 2015). In her position at the University of Wisconsin—Madison, 2004-2014, Dr. Trainor (co)authored 31 research articles in top-tier education journals, 3 books, 11 chapters and monographs, and 7 practitioner journal articles. An expert in learning and emotional/behavioral disabilities, Dr. Trainor’s research examines equity and diversity in postschool outcomes, perceptions and experiences of adolescents during the transition from high school to adulthood, and self-determination. Her methodological expertise is concentrated in qualitative methods. In addition to implementing qualitative research, she coedited Routledge’s Reviewing Qualitative Research in the Social Sciences and the forthcoming special issue of Remedial and Special Education on qualitative research and rigor in special education. Dr. Trainor teaches courses in qualitative data analysis, and was instrumental in the design of the graduate minor in qualitative research methods at UW Madison. She served as the 2013-14 president of the Division on Career Development and Transition of the Council for Exceptional Children and an active member of the American Educational Research Association. She is member of the associate editorial boards for the Journal of Special Education and Remedial and Special Education.
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