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Pursuing Deep Equity in “Blended” Classrooms: Exploring the In-Person Teacher Role in Supporting Low-Income Youth Through Computer-Based Learning


by Mica Pollock, Susan Yonezawa, Hilary Gay & Lilia Rodriguez - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 5, 2019, p. 1-40
https://www.tcrecord.org ID Number: 22628, Date Accessed: 12/14/2019 6:11:56 AM
 
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About the Author
  • Mica Pollock
    University of California, San Diego
    E-mail Author
    MICA POLLOCK is professor of education studies and director of the Center for Research on Educational Equity, Assessment, and Teaching Excellence (CREATE) at the University of California, San Diego. An anthropologist, she focuses on issues of racial equity in U.S. education. Pollock’s work explores how people in diverse education communities communicate and collaborate, and how they might do so more effectively to support every young person’s full human talent development. In addition to Colormute, Because of Race, Everyday Antiracism (edited), and Companion to the Anthropology of Education (coedited), her most recent book is Schooltalk: Rethinking What We Say About—and To—Students Every Day.
  • Susan Yonezawa
    University of California, San Diego
    SUSAN YONEZAWA is a project research scientist and associate director of the Center for Research on Educational Equity, Assessment, and Teaching Excellence (CREATE) at the University of California, San Diego. She has published on educational equity and school reform efforts in the areas of student voice, school culture, and tracking and detracking. Throughout her work, she has focused on increasing opportunities for students to pursue and complete K–16 pathways to college and career, most especially for low-income, first-generation college-going, and underserved students in general. Her most recent work, “Student Voices and the Common Core,” can be found in the NSSE Yearbook, "Student Voice in American Educational Policy," edited by J. Connor.
  • Hilary Gay
    University of California, San Diego
    E-mail Author
    HILARY GAY holds a master’s degree in sociology from the University of California, San Diego, and a master’s degree in French from the University of California, Berkeley. Her interests include the sociology of education, the sociology of mental illness, and foreign language pedagogy.
  • Lilia Rodriguez
    University of California, Los Angeles
    E-mail Author
    LILIA RODRIGUEZ is a doctoral candidate at the Graduate School of Education and Information Studies at UCLA, in the division of Urban Schooling. Her work explores the importance of play and imagination for immigrant children in urban schools. Her most recent publication is a collaboration with colleagues entitled Learning to See: Fieldnotes as Pedagogy for Preservice Teachers Working With Youth in an After-School Program.
 
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