Ausgabe 3/2023
Inhalt (6 Artikel)
When There’s No Handbook: One Urban Elementary School’s COVID-19 Crisis Response
Holly Hungerford-Kresser, Carla Amaro-Jiménez, Kathryn Pole
Teacher-Student Race Congruence: Does it Matter, and What Can Principals Do About it?
Lawrence Scott, W. Sean Kearney, Elisabeth Krimbill, Nicholas Hinojosa
Emotions as Both a Tool and a Liability: A Phenomenology of Urban Charter School Teachers’ Emotions
Kristabel Stark, Chauntea Cummings
The Paradox of Organizational Double Jeopardy: PK-12 Equity Directors in Racialized and Gendered Educational Systems
Ann M. Ishimaru, Decoteau J. Irby, Terrance Green
Schools’ Neighborhoods and Characteristics: Implications for Standardized Academic Achievement in Passaic, NJ’s Elementary, Middle and High Schools
Ijeoma Opara, Daneele Thorpe, David T. Lardier, Deanna Parisi
Correction
Correction: Schools’ Neighborhoods and Characteristics: Implications for Standardized Academic Achievement in Passaic, NJ’s Elementary, Middle and High Schools
Ijeoma Opara, Daneele Thorpe, David T. Lardier, Deanna Parisi