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Tracing States’ Messages about Common Core Instruction: An Analysis of English/Language Arts and Close Reading Resources


by Emily M. Hodge, Susanna L. Benko & Serena J. Salloum - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 3, 2020, p. -
https://www.tcrecord.org ID Number: 23019, Date Accessed: 1/23/2020 9:10:28 PM
 
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About the Author
  • Emily Hodge
    Montclair State University
    E-mail Author
    EMILY M. HODGE is an assistant professor of educational leadership at Montclair State University. Her research focuses on understanding the intended and unintended consequences of equity-oriented educational policy from the national level to the classroom level. Recent publications include The Shifting Landscape of the American School District, a volume co-edited with Dr. David Gamson (Peter Lang, 2018), and an article on the use of inducements in desegregation policy in Educational Policy.
  • Susanna Benko
    Ball State University
    E-mail Author
    SUSANNA L. BENKO is an associate professor of English at Ball State University. Her research interests center on secondary teacher education, curriculum design, and educational policies that influence English/language arts instruction—especially the teaching of writing. Her work has been published in journals such as English Education, AERA Open, and English Teaching: Practice and Critique.
  • Serena Salloum
    Ball State University
    E-mail Author
    SERENA J. SALLOUM is an associate professor of educational leadership at Ball State University. Her research examines how school context promotes educational outcomes; in particular, she focuses on how organizational culture and structure promote equity in high-poverty schools. Recent work has been featured in AERA Open and Teachers College Record.
 
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