Guilford Publications最新文献

{"title":"Multilevel Analysis for Applied Research: It's Just Regression! Methodology in the Social Sciences.","authors":"Robert N. Bickel","doi":"10.1111/j.1744-6570.2008.00111_6.x","DOIUrl":"https://doi.org/10.1111/j.1744-6570.2008.00111_6.x","url":null,"abstract":"Part 1. Broadening the Scope of Regression Analysis. 1.1.Chapter Introduction. 1.2. Why Use Multilevel Regression Analysis? 1.3. Limitations of Available Instructional Material. 1.4. Multilevel Regression Analysis in Suggestive Historical Context. 1.5. It's Just Regression under Specific Circumstances. 1.6. Jumping the Gun to a Multilevel Illustration. 1.7. Summing Up. 1.8. Useful Resources. Part 2. The Meaning of Nesting. 2.1. Chapter Introduction. 2.2. Nesting Illustrated: School Achievement and Neighborhood Quality. 2.3. Nesting Illustrated: Comparing Public and Private Schools. 2.4. Cautionary Comment on Residuals in Multilevel Analysis. 2.5. Nesting and Correlated Residuals. 2.6. Nesting and Effective Sample Size. 2.7. Summing Up. 2.8. Useful Resources. Part 3. Contextual Variables. 3.1. Chapter Introduction. 3.2. Contextual Variables and Analytical Opportunities. 3.3. Contextual Variables and Independent Observations. 3.4. Contextual Variables and Independent Observations: A Nine-Category Dummy Variable. 3.5. Contextual Variables, Intraclass Correlation, and Misspecification. 3.6. Contextual Variables and Varying Parameter Estimates. 3.7. Contextual Variables and Covariance Structure. 3.8. Contextual Variables and Degrees of Freedom. 3.9. Summing Up. 3.10. Useful Resources. Part 4. From OLS to Random Coefficient to Multilevel Regression. 4.1. Chapter Introduction. 4.2. Simple Regression Equation. 4.3. Simple Regression with an Individual-Level Variable. 4.4. Multiple Regression: Adding a Contextual Variable. 4.5. Nesting (Again!) with a Contextual Variable. 4.6. Is There a Problem with Degrees of Freedom? 4.7. Is There a Problem with Dependent Observations? 4.8. Alternatives to OLS Estimators. 4.9. The Conceptual Basis of ML Estimators. 4.10. Desirable Properties of REML Estimators. 4.11. Applying REML Estimators with Random Coefficient Regression Models. 4.12. Fixed Components and Random Components. 4.13. Interpreting Random Coefficients: Developing a Cautionary Comment. 4.14. Subscript Conventions. 4.15. Percentage of Variance Explained for Random Coefficient and Multilevel Models. 4.16. Grand-Mean Centering. 4.17. Grand-Mean Centering, Group-Mean Centering, and Raw Scores Compared. 4.18. Summing Up. 4.19. Useful Resources. Part 5. Developing the Multilevel Regression Model. 5.1. Chapter Introduction. 5.2. From Random Coefficient Regression to Multilevel Regression. 5.3. Equations for a Random Intercept and Random Slope. 5.4. Subscript Conventions for Two-Level Models: Gamma Coefficients. 5.5. The Full Equation. 5.6. An Implied Cross-Level Interaction Term. 5.7. Estimating a Multilevel Model: The Full Equation. 5.8. A Multilevel Model with a Random Slope and Fixed Slopes at Level One. 5.9. Complexity and Confusion: Too Many Random Components. 5.10. Interpreting Multilevel Regression Equations. 5.11. Comparing Interpretations of Alternative Specifications. 5.12. What Happened to the Error Term? 5.13. Summing Up. 5.14. Useful Resources. Par","PeriodicalId":325765,"journal":{"name":"Guilford Publications","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127716516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contemporary Play Therapy: Theory, Research, and Practice.","authors":"C. Schaefer, Heidi Gerard Kaduson","doi":"10.5860/choice.44-3312","DOIUrl":"https://doi.org/10.5860/choice.44-3312","url":null,"abstract":"Part I: Theory. Benedict, Object Relations Play Therapy: Applications to Attachment Problems and Relational Trauma. C. Norton, B. Norton, Experiential Play Therapy. Harvey, Dynamic Play Therapy. Cattanach, Narrative Play Therapy. Part II: Research. Wettig, Franke, Fjordbak, Evaluating the Effectiveness of Theraplay. Ray, Evidence-based Play Therapy. Part III: Applications. Baggerly, \"I'm Rich\": Play Therapy with Children Who Are Homeless. Kelly, Odenwalt, Treatment of Sexually Abused Children. Lawrence, Condon, Jacobi, Nicholson, Play Therapy for Girls Displaying Social Aggression. Robles, Culturally Competent Play Therapy with the Mexican American Child and Family. White, CLAYtherapy: The Clinical Application of Clay with Children. May, Time-limited Play Therapy to Enhance Resiliency in Children. Felix, Bond, Shelby, Coping with Disaster: Psychosocial Interventions for Children in International Disaster Relief.","PeriodicalId":325765,"journal":{"name":"Guilford Publications","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125578252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading Assessment and Instruction for All Learners.","authors":"J. Schumm","doi":"10.14507/ER.V0.784","DOIUrl":"https://doi.org/10.14507/ER.V0.784","url":null,"abstract":"Part I: Focus on the Learner. Understanding Our Role as Teachers: Facing the Challenges of Helping All Students Learn to Read and Write, Jeanne Shay Schumm, Maria Elena Arguelles. No Two Learners Learn Alike: The Importance of Assessment and Differentiated Instruction, Jeanne Shay Schumm, Maria Elena Arguelles. No Two Learners Are Alike: Learners with Linguistic and Cultural Differences, Mary A. Avalos. Part II: Focus on the Foundations of Reading. In the Beginning: Phonological Awareness, Elizabeth D. Cramer. The Alphabetic Principle, Phonics, and Spelling: Teaching Students the Code, Ana Maria Pazos Rego. Toward Independence: Sight Words and Structural Analysis, Peggy D. Cuevas. Practice Makes Permanent: Working Toward Fluency, Jodi Crum Marshall, Yvonne C. Campbell. Once Upon a Time: Comprehending Narrative Text, Adriana L. Medina, Paola Pilonieta. Making Sense of Knowledge: Comprehending Expository Text, Michele Mits Cash, Jeanne Shay Schumm. The Wonder of Words: Learning and Expanding Vocabulary, Lina Lopez Chiappone. The Magic of Literature: Trade Books in the Classroom, Jeanne Bergeron. The Parallel Bar: Writing Assessment and Instruction, Adriana L. Medina. Part III: Focus on Connections. The Digital Connection: An Exploration of Computer-Mediated Reading Instruction, William E. Blanton, Rita M. Menendez. Putting it all Together in Classroom and Resource Settings: Organizational Frameworks for Differentiated Instruction, Jeanne Shay Schumm. Appendix A. Student Reading and Writing Profile. Appendix B. Frequently Asked Questions About Informal Reading Inventories-Revisited. Appendix C. Assessment References. Appendix D. Children's Literature References. Appendix E. Research Skills. Glossary.","PeriodicalId":325765,"journal":{"name":"Guilford Publications","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126294810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment for Intervention: A Problem-Solving Approach","authors":"Rachel Brown‐Chidsey, K. Andren","doi":"10.5860/choice.43-3499","DOIUrl":"https://doi.org/10.5860/choice.43-3499","url":null,"abstract":"Foreword, Patti L. Harrison I. IDEAL Problem Solving 1. Introduction, Rachel Brown-Chidsey and Kristina J. Andren 2. Problem-Solving Assessment, Stanley L. Deno II. Identifying Problems 3. Ecological Variables in School-Based Assessment and Intervention Planning, Merilee McCurdy, Michael J. Coutts, Susan M. Sheridan, and Lindsay M. Campbell 4. The Role of Teacher Perspectives in Diagnostic and Program Evaluation of Academic Skills, Tanya L. Eckert, Elizabeth A. Koenig, Bridget O. Hier, and Lauren A. Arbolino 5. Population-Based Strategies for Identifying Schoolwide Problems, Beth Doll, Mary Kelly Haack, and Kristin Bieber 6. Considering Diverse Learner Characteristics in Problem-Solving Assessment, Craig A. Albers, Paige L. Mission, and Brittany Bice-Urbach III. Defining Problems 7. Functional Behavioral Assessment: The Cornerstone of Effective Problem Solving, Mark W. Steege and Jamie L. Pratt 8. Conducting Problem-Solving Interviews, Kristina J. Andren 9. Conducting Systematic Direct Classroom Observations to Define and Assess School-Related Problems, Nathan H. Clemens, Edward S. Shapiro, and Allison L. Seibert 10. Behavioral and Academic Rating Scale Applications within the Problem-Solving Model, Randy T. Busse and Melody Yi 11. Identifying and Validating Academic Problems in a Multi-Tiered System of Services and Supports Model in a Time of Shifting Paradigms, Mark R. Shinn 12. The Role of Intelligence Testing in Understanding Students' Academic Problems, Randy G. Floyd and John H. Kranzler IV. Exploring and Applying Selected Interventions 13. Solution-Focused Psychoeducational Reports, Rachel Brown-Chidsey and Kristina J. Andren 14. The Administrative Role in Transforming Schools to Support and Guide Educational Interventions in an Era of Educational Reform, Mary Lynn Boscardin, Adam Garand, and Patrick Tudryn 15. Treatment Integrity Assessment within a Problem-Solving Model, Lisa M. Hagermoser Sanetti and Thomas R. Kratochwill V. Looking at Effects 16. Visual Representation of Progress Monitoring and Academic Achievement Data, Jack A. Cummings and Rebecca S. MartA-nez 17. Evaluating Intervention Outcomes within Problem-Solving-Based Assessment, Craig A. Albers, Stephen N. Elliott, Ryan J. Kettler, and Andrew T. Roach 18. Student Success Stories, Mary Jean O'Reilly and Kevin Tobin","PeriodicalId":325765,"journal":{"name":"Guilford Publications","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124103848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language and Literacy Learning in Schools.","authors":"E. Silliman, L. Wilkinson","doi":"10.5860/choice.43-0461","DOIUrl":"https://doi.org/10.5860/choice.43-0461","url":null,"abstract":"Part I:Challenges and Choices in the New Educational Landscape. Silliman, Wilkinson, Collaboration for Language and Literacy Learning: Three Challenges. Wallach, Ehren, Collaborative Models of Instruction and Intervention: Choices, Decisions, and Implementation. Part II: Word Recognition and Reading Comprehension: Perspectives on Instructional and Intervention Practices. Gillam, Gorman, Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective. Troia, Building Word Recognition Skills through Empirically Validated Instructional Practices: Collaborative Efforts of Speech-Language Pathologists and Teachers. Whitaker, Gambrell, Morrow, Reading Comprehension Instruction for All Students. Pressley, Hilden, Toward More Ambitious Comprehension Instruction. Donahue, Foster, Integration of Language and Discourse Components with Reading Comprehension: It's All About Relationships. Part III: Writing and Spelling: Perspectives on Instructional and Intervention Practices. Englert, Dunsmore, The Role of Dialogue in Constructing Effective Literacy Settings for Students with Language and Learning Disabilities. Singer, Bashir, EmPOWER: A Strategy for Teaching Students with Language Learning Disabilities How to Write Expository Text. Templeton, Instructional Approaches to Spelling: The Window on Students' Word Knowledge in Reading and Writing. Apel, Masterson, Hart, Integration of Language Components in Spelling Instruction: Instruction That Maximizes Students' Learning. Part IV: Integrating Education and Clinical Practices. Silliman, Wilkinson, Danzak, Putting Humpty Dumpty Together Again: What's Right with Betsy.","PeriodicalId":325765,"journal":{"name":"Guilford Publications","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129032665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adolescent literacy research and practice","authors":"T. Jetton, J. Dole","doi":"10.5860/choice.42-6614","DOIUrl":"https://doi.org/10.5860/choice.42-6614","url":null,"abstract":"Jetton, Dole, Introduction. Part 1: Teaching Content Domains through Literacy. Jetton, Alexander, Domains, Teaching, and Literacy. Slater, Teaching English from a Literary Perspective: The Goal of High Literacy for All Students. T. Shanahan, Overcoming the Dominance of Communication: Writing to Think and to Learn. C. Shanahan, Teaching Science through Literacy. Stahl, C. Shanahan, Learning to Think like a Historian: Disciplinary Knowledge through Critical Analysis of Multiple Documents. Part 2: Teaching Adolescents with Literacy Difficulties. Curtis, Adolescents Who Struggle with Word Identification: Research and Practice. Underwood, Pearson, Teaching Struggling Adolescent Readers to Comprehend What They Read. Nokes, Dole, Helping Adolescent Readers through Explicit Strategy Instruction. Klingner, Vaughn, Strategies for Struggling Second-Language Readers. Alvermann, Rush, Literacy Intervention Programs at the Middle and High School Levels. Tomlinson, Differentiating Instruction: A Synthesis of Key Research and Guidelines. Part 3: Critical Issues in Adolescent Literacy. Reed, Schallert, Beth, Woodruff, Motivated Reader, Engaged Writer: The Role of Motivation in the Literate Acts of Adolescents. Swan, Motivating Adolescent Readers through Concept-Oriented Reading Instruction. Garcia, Godina, Addressing the Literacy Needs of Adolescent English Language Learners. Moje, Hinchman, Culturally Responsive Practices for Youth Literacy Learning. Kim, Kamil, Adolescents, Computer Technology, and Literacy. Afflerbach, Assessing Adolescent Reading. Bean, Harper, Teacher Education and Adolescent Literacy. Part 4: Reflections on Theory and Current Practice. Pressley, The Need for Research on Secondary Literacy Education. Graves, Theories and Constructs That Have Made a Significant Difference in Adolescent Literacy - But Have the Potential to Produce Still More Positive Results.","PeriodicalId":325765,"journal":{"name":"Guilford Publications","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126383192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Helping Schoolchildren Cope with Anger: A Cognitive-Behavioral Intervention. Second Edition.","authors":"J. Larson, J. Lochman","doi":"10.5860/choice.40-0599","DOIUrl":"https://doi.org/10.5860/choice.40-0599","url":null,"abstract":"This book is one of a series of books published by the Guilford Press for a specific readership, the school–based clinician (‘The Guilford School Practitioner Series’). I must confess that I am not currently working as a school–based clinician (though I have done so in past). I chose to review this book because of a desire to learn more about the basis of aggression in children, and because of a long-standing interest in cognitive–behavioral therapy. \u0000 \u0000On the whole, this is a great book for school-based clinicians who are looking for guidance in starting and running an efficacious anger management group for children between the ages of 8 and 12 years. \u0000 \u0000The book is of less practical relevance to mental health clinicians in other settings. \u0000 \u0000I enjoyed the first two chapters, which provided me with a basic understanding of the many issues associated with the development of aggression in children. These chapters outline the guiding theoretical principles underlying the “Anger Coping Program.” \u0000 \u0000A particular strength of this book is the authors’ relentless focus on the message that “treatment is not only about change, it is about generalization of that change.” Indeed this generalization is achieved via significant collaboration with teachers, school administrators, and parents (reference chapters 3 – 5). \u0000 \u0000In the 6th chapter, the authors present outcome research results. I found it hard to stay focused while reading this chapter, although the information presented is of direct relevance to the issue at hand. I believe this to be because the chapter itself was written in a less cohesive style than both earlier and subsequent chapters. \u0000 \u0000Chapter 7 contains the complete, session-by-session, treatment manual. It is well written and interesting. The balance between providing adequate structure, and allowing for flexibility in treatment is achieved with skill and grace. \u0000 \u0000A section on ‘frequently asked questions’ is provided in the eighth chapter. \u0000 \u0000A case example is described in the ninth chapter. \u0000 \u0000The book concludes with a chapter that discusses the importance of post-treatment evaluation of group members, booster sessions, additional maintenance and generalization ideas, and insightful comments about the ongoing needs of highly externalizing children after the group sessions are over. \u0000 \u0000In conclusion, the book is a well written, detailed account of an empirically tested school-based group intervention for children manifesting aggressive behavior who are between the ages of eight and twelve years. The theoretical foundations are sound and well elucidated. The importance of collaboration with school personnel and parents is underlined and practical suggestions are made with regard to how to approach staff, administrators and parents. The manual itself is clearly written with specific, practical suggestions and built in flexibility. The book concludes with ten appendices providing sample letters and forms.","PeriodicalId":325765,"journal":{"name":"Guilford Publications","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128179353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ordinary Families, Special Children: A Systems Approach to Childhood Disability, Third Edition,","authors":"M. Seligman, R. Darling","doi":"10.5860/choice.27-2778","DOIUrl":"https://doi.org/10.5860/choice.27-2778","url":null,"abstract":"Part I: Conceptual Framework. Introduction and Conceptual Framework I: Social and Cultural Systems. Conceptual Framework II: Family Systems Theory and Childhood Disability. All Families Are Not Alike: Social and Cultural Diversity in Reaction to Childhood Disability. Part II: The Family Life Cycle. Becoming the Parent of a Child with a Disability: Reactions to First Information. Childhood: Continuing Adaptation. Looking to the Future: Adolescence and Adulthood. Part III: The Family System. Effects on the Family as a System. Effects on Fathers. Effects on Siblings. Effects on Grandparents. Part IV: Approaches to Intervention. Professional-Family Interaction: Working toward Partnership. Perspectives and Approaches for Working with Families. Applying a Partnership Approach to Identifying Family Resources, Concerns, and Priorities: Developing Family Service Plans.","PeriodicalId":325765,"journal":{"name":"Guilford Publications","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133452142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Handbook of Research on Literacy and Diversity.","authors":"L. Morrow, R. Rueda, D. Lapp","doi":"10.5860/choice.47-2136","DOIUrl":"https://doi.org/10.5860/choice.47-2136","url":null,"abstract":"Part 1: Perspectives About Learning Among Diverse Students Relating Diversity and Literacy Theory. Policy Related to Issues of Diversity and Literacy: Implications for English Learners. What Do We Know about the Discourse Patterns of Diverse Students in Multiple Settings? Family Literacy: Recognizing Cultural Significance. Poverty and Its Relation to Development and Literacy. Language, Literacy, and Content: Adolescent English Language Learners. Part 2: Special Issues Concerning Literacy Academic English and African American Vernacular English: Exploring Possibilities for Promoting the Literacy Learning of All Children. Engaging Diverse Students in Multiple Literacies In and Out of School. The New Literacies of Online Reading Comprehension and the Irony of No Child Left Behind: Students who Require our Assistance the Most Actually Receive It the Least. Roles of Engagement, Valuing, and Identification in Reading Development of Students from Diverse Backgrounds. Robust Informal Learning Environments for Youth from Nondominant Groups: Implications for Literacy Learning in Formal Schooling. Assessing Student Progress in the Time of No Child Left Behind. Meeting the Needs of Diverse Learners: Effective Management of Language Arts Instruction. Part 3: Strategies for Teaching Children from Diverse Backgrounds Cross-Language Transfer of Phonological, Orthographic, and Semantic Knowledge. Learning to Read in English: Teaching Phonics to Beginning Readers from Diverse Backgrounds. Vocabulary Instruction for Diverse Students. Comprehension: The Means, Motive, and Opportunity for Meeting the Needs of Diverse Learners. Helping Diverse Learners to Become Fluent Readers. Part 4: Preparing Teachers to Teach Literacy to Diverse Students Teacher Knowledge in Culturally and Linguistically Complex Classrooms: Lessons from the Golden Age and Beyond. Protecting Our Investment: Induction and Mentoring of Novice Teachers in Diversity-Rich Schools. Professional Development: Continuing to Understand How to Teach Children from Diverse Backgrounds. Afterword: From \"Just a Teacher\" to Justice in Teaching: Working in the Service of Education, the New Civil Rights.","PeriodicalId":325765,"journal":{"name":"Guilford Publications","volume":"4845 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115340736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing Women and Space: Colonial and Postcolonial Geographies","authors":"J. Jacobs","doi":"10.5860/choice.32-5792","DOIUrl":"https://doi.org/10.5860/choice.32-5792","url":null,"abstract":"","PeriodicalId":325765,"journal":{"name":"Guilford Publications","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128656135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}