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Considering the Vision of Public Education: Adding Social Justice to the Professional Program
Unformatted Document Text:  Kennedy, M. M. (1997). The connection between research and practice. Educational Researcher,26(7), 4-12. Kumashiro, K. (2004). Against Common Sense: Teaching and Learning Towards Social Justice, New York:Routledge. National Council for the Accreditation of Teacher Education [NCATE] (2001). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: NCATE. Peterson, K. M., Cross, L. F., Johnson, E. J., & Howell, G. L (2000). Diversity Education for Preserves Teachers: Strategies and Attitude Outcomes. Action in Teacher Education,22(2), 33-38. Peterson, P. L. (1998). Why Do Educational Research? Rethinking Our Roles and Identities, Our Texts and contexts. Educational Researcher, 27(3), 4-10. Powel, R. R., McLaughlin, H. J., Savage, T. V., & Zehm, S. 2001. Classroom Management, Perspectives on the Social Curriculum. Upper Saddle River, NJ: Merrill/Prentice-Hall. Professional Standards. (2004). Retrieved June 3, 2004, from Association for Childhood Education International Web site: http://www.udel.edu/bateman/acei/standhp.htm School of Education. (June 2004). Multicultural perspectives in the teacher education programs, USCS School of Education Student Handbook. Retrieved June 3, 2004, from University of South Carolina Spartanburg, School of Education Web site: http://www.uscs.edu/ academics/se/handbooks/multicultural.perspective.pdf Zollers, N. J., Albert, L. R., & Cochran-Smith, M. (2000). In Pursuit of Social Justice: Collaborative Research and Practice in Teacher Education. Action in Teacher Education, 22 (2) 1-12.

Authors: Stevens, Rebecca.
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Kennedy, M. M. (1997). The connection between research and practice. Educational Researcher,26(7),
4-12.
Kumashiro, K. (2004). Against Common Sense: Teaching and Learning Towards Social Justice, New
York:Routledge.
National Council for the Accreditation of Teacher Education [NCATE] (2001). Professional standards
for the accreditation of schools, colleges, and departments of education. Washington, DC:
NCATE.
Peterson, K. M., Cross, L. F., Johnson, E. J., & Howell, G. L (2000). Diversity Education for
Preserves Teachers: Strategies and Attitude Outcomes. Action in Teacher Education,22(2), 33-
38.
Peterson, P. L. (1998). Why Do Educational Research? Rethinking Our Roles and Identities, Our Texts
and contexts. Educational Researcher, 27(3), 4-10.
Powel, R. R., McLaughlin, H. J., Savage, T. V., & Zehm, S. 2001. Classroom Management,
Perspectives on the Social Curriculum. Upper Saddle River, NJ: Merrill/Prentice-Hall.
Professional Standards. (2004). Retrieved June 3, 2004, from Association for Childhood Education
International Web site: http://www.udel.edu/bateman/acei/standhp.htm
School of Education. (June 2004). Multicultural perspectives in the teacher education programs, USCS
School of Education Student Handbook. Retrieved June 3, 2004, from University of South
Carolina Spartanburg, School of Education Web site:
http://www.uscs.edu/ academics/se/handbooks/multicultural.perspective.pdf
Zollers, N. J., Albert, L. R., & Cochran-Smith, M. (2000). In Pursuit of Social Justice: Collaborative
Research and Practice in Teacher Education. Action in Teacher Education, 22 (2) 1-12.


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