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Closing the Classroom Door and the Achievement Gap: Teach for America Alumni Teachers' Appropriation of Arizona Language Policy

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Heineke, Amy J.; Cameron, Quanna – Education and Urban Society, 2013

This qualitative study explored Teach for America (TFA) alumni teachers' discourse on Arizona language policy, conducted with eight teachers in the Phoenix metropolitan area who received their professional teacher preparation from TFA, a national organization that uses alternative paths to certification to place teachers in low-income schools.…

Descriptors: Achievement Gap, State Policy, Alternative Teacher Certification, Disadvantaged Schools