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Gender in Urban Education: Strategies for Student Achievement reviewed by Maryann Dickar - 2005 Title: Gender in Urban Education: Strategies for Student Achievement Author(s): Alice E. Ginsberg, Joan Poliner Shapiro, Shirley P. Brown Publisher: Heinemann, Portsmouth, NH ISBN: 086709530X, Pages: 183, 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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- Hopeful Girls, Troubled Boys: Race and Gender Disparity in Urban Education
- We've Come a Long Way--Maybe: New Challenges for Gender Equity in Education
- Reproducing Gender? Essays on Educational Theory and Feminist Politics
- Re-writing Race and Gender Lessons in the Classroom: Second-Generation Dominicans in New York City
- Whatever Happened to Equal Opportunities in Schools?: Gender Equality Initiatives in Education
- Gender and Antecedents of Performance in Mathematics Testing
- Students Perceptions of Fairness in School Settings: A Gender Analysis
- Identity & Inner-City Youth: Beyond Ethnicity and Gender
- The IQ Mythology: Class, Race, Gender and Inequality
- Making a Difference: Psychology and the Construction of Gender
- Teachers & Texts: A Political Economy of Class & Gender Relations
- High-Stakes Accountability in Urban Elementary Schools: Challenging or Reproducing Inequality?
- Reinterpreting Urban School Reform: Have Urban Schools Failed, or Has the Reform Movement Failed Urban Schools?
- Constructing Ideas About Equity From the Standpoint of the Particular: Exploring the Work of One Urban Teacher Network
- The Ninjas, the X-Men, and the Ladies: Playing with Power and Identity in an Urban Primary School
- Discipline in Education: How an Urban Community Proceeded to Decide What Its Schools Should Do
- A Study of the Classroom Disturbances of Eighth Grade Boys and Girls
- Urban Teaching: The Essentials
- Engendering Participation, Deliberating Dependence: Inner-City Adolescents' Perceptions of Classroom Practice
- Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92
- The University and Urban Revival: Out of the Ivory Tower and Into the Streets
- Fighting for Girls: New Perspectives on Gender and Violence
- Ability, Equity, and Culture: Sustaining Inclusive Urban Education Reform
- Literacy as Gendered Discourse: Engaging the Voices of Women in Global Societies
- A Good Investment? Philanthropy and the Marketing of Race in an Urban Public School
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- Maryann Dickar
Steinhardt School of Education, New York University
E-mail Author
MARYANN DICKAR is the Assistant Professor Department of Teaching and Learning Steinhardt School of Education--New York University. Recent Publications: “When They Are Good… A Comparison of Career Changers and Recent College Graduates in an Alternative Certification Program.” In the American Teacher Education (ATE) Yearbook, 2005. (In press). “Words Is Changin’ Everyday: Language and Literacy in the Urban Contact Zone.” in B. Barrell, R. Hammett, J. Mayher, & G. Pradl (Eds). Teaching English Today: Advocating Change in the Secondary Curriculum. New York: Teachers College Press. (2004). I am an Assistant Professor of Secondary Education specializing in Urban Education and Social Studies. Currently, I am working on a project examining student culture in urban schools. I am also working with Social Studies teachers in urban middle schools on a project using classroom research as professional development.
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