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Impact of Self-Directed Group Study Projects on Social Justice Teachers' Induction-Year Experiences
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Pitre, Charisse Cowan; Curtis, Adrienne; Golash, Ian; Kuzmanich, Kristin; Wenzl, Gretchen – AILACTE Journal, 2008
This paper presents findings of an induction year study of teachers trained in a graduate level social justice teacher education program. At the conclusion of the one-year intensive teacher preparation program, students participated in self-directed group study projects in which they identified and researched critical questions and issues related…
Descriptors: Social Justice, Program Effectiveness, Beginning Teacher Induction, Self Directed Groups