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Poverty and student achievement: a hopeful review / Jane Hannaway
Poverty and achievement: a response to Jane Hannaway / Rita M. Bean
The effects of health and social welfare factors on literacy development in urban schools / Joy G. Dryfoos
The effects of health and social welfare factors on literacy development: implications for teachers and teacher preparation: a response to Joy Dryfoos / MaryEllen Vogt
Violence as a factor in the lives of urban youth / Douglas Fisher, Jennifer E. Obidah, Mary Helen Pelton, and Jack Campana
Violence in the lives of urban youth: a response to Douglas Fisher, Jennifer Obidah, Mary Helen Pelton, and Jack Campana / Victoria Chou and Esther Mosak
School programs family and community involvement in children's reading and literacy development across the grades / Steven B. Sheldon and Joyce L. Epstein
Family And community involvement in children's reading and literacy development: a response to Steven Sheldon and Joyce Epstein / Jeanne R. Paratore
Exemplary reading instruction in the elementary school: how reading develops-how students learn and teachers teach / Diane Lapp and James Flood
Examining exemplary reading instruction in urban settings: implications for teachers and the students they teach: a response to Diane Lapp and James Flood / Doris Walker-Dalhouse
Exemplary literacy instruction in grades 7-12: what counts and who's counting? / Donna E. Alvermann
Let's not minimize the "Big L" in adolescent literacy: a response to Donna Alvermann / Richard T. Vacca
Professional preparation and development of teachers in literacy instruction for urban settings / Virginia Richardson and Patricia L. Anders
The importance of professional development to unlock the potential of students in urban settings: a response to Virginia Richardson and Patricia Anders / Eric J. Cooper and Yvette Jackson
Culture and language: bidialectical issues in literacy / Carol D. Lee
Dialects, society, and schools: a response to Carol Lee / Arnetha F. Ball
The persistence of inequality: English-language learners and educational reform / Kris D. Gutiérrez
Culture, context, and diversity: a perspective on urban school reform: a response to Kris Gutiérrez / Robert Rueda
Overrepresentation of culturally and linguistically diverse students in special education in urban schools: a research synthesis / Cheryl A. Utley, Festus E. Obiakor, and Elizabeth B. Kozleski
A loss of equity, excellence, and expectations through overrepresentation of culturally and linguistically diverse students in special education: a response to Cheryl Utley, Festus Obiakor, and Elizabeth Kozleski / Victoria J. Risko
High performance in high-poverty schools: 90/90/90 and beyond / Douglas B. Reeves
The seduction of simple solutions: a response to Douglas Reeves / Donna Ogle
A rhetoric for school reform / Charles Taylor Kerchner
Should We close the book on school reform? A response to Charles Taylor Kerchner / Timothy V. Rasinski
State policy and its impact on urban reading programs / Virginia Roach
Delivering strong urban reading programs in the current policy environment: reinvent, circumvent, or just plain vent? A response to Virginia Roach / Cathy M. Roller.
Poverty and achievement: a response to Jane Hannaway / Rita M. Bean
The effects of health and social welfare factors on literacy development in urban schools / Joy G. Dryfoos
The effects of health and social welfare factors on literacy development: implications for teachers and teacher preparation: a response to Joy Dryfoos / MaryEllen Vogt
Violence as a factor in the lives of urban youth / Douglas Fisher, Jennifer E. Obidah, Mary Helen Pelton, and Jack Campana
Violence in the lives of urban youth: a response to Douglas Fisher, Jennifer Obidah, Mary Helen Pelton, and Jack Campana / Victoria Chou and Esther Mosak
School programs family and community involvement in children's reading and literacy development across the grades / Steven B. Sheldon and Joyce L. Epstein
Family And community involvement in children's reading and literacy development: a response to Steven Sheldon and Joyce Epstein / Jeanne R. Paratore
Exemplary reading instruction in the elementary school: how reading develops-how students learn and teachers teach / Diane Lapp and James Flood
Examining exemplary reading instruction in urban settings: implications for teachers and the students they teach: a response to Diane Lapp and James Flood / Doris Walker-Dalhouse
Exemplary literacy instruction in grades 7-12: what counts and who's counting? / Donna E. Alvermann
Let's not minimize the "Big L" in adolescent literacy: a response to Donna Alvermann / Richard T. Vacca
Professional preparation and development of teachers in literacy instruction for urban settings / Virginia Richardson and Patricia L. Anders
The importance of professional development to unlock the potential of students in urban settings: a response to Virginia Richardson and Patricia Anders / Eric J. Cooper and Yvette Jackson
Culture and language: bidialectical issues in literacy / Carol D. Lee
Dialects, society, and schools: a response to Carol Lee / Arnetha F. Ball
The persistence of inequality: English-language learners and educational reform / Kris D. Gutiérrez
Culture, context, and diversity: a perspective on urban school reform: a response to Kris Gutiérrez / Robert Rueda
Overrepresentation of culturally and linguistically diverse students in special education in urban schools: a research synthesis / Cheryl A. Utley, Festus E. Obiakor, and Elizabeth B. Kozleski
A loss of equity, excellence, and expectations through overrepresentation of culturally and linguistically diverse students in special education: a response to Cheryl Utley, Festus Obiakor, and Elizabeth Kozleski / Victoria J. Risko
High performance in high-poverty schools: 90/90/90 and beyond / Douglas B. Reeves
The seduction of simple solutions: a response to Douglas Reeves / Donna Ogle
A rhetoric for school reform / Charles Taylor Kerchner
Should We close the book on school reform? A response to Charles Taylor Kerchner / Timothy V. Rasinski
State policy and its impact on urban reading programs / Virginia Roach
Delivering strong urban reading programs in the current policy environment: reinvent, circumvent, or just plain vent? A response to Virginia Roach / Cathy M. Roller.