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Artykuły w czasopismach na temat "Racism in schools"
Woolfson, Richard C., Michael E. Harker i Dorothy A. Lowe. "Racism in schools –No room for complacency". Educational and Child Psychology 21, nr 4 (2004): 16–30. http://dx.doi.org/10.53841/bpsecp.2004.21.4.16.
Pełny tekst źródłaKailin, Julie. "How White Teachers Perceive the Problem of Racism in Their Schools: A Case Study in “Liberal” Lakeview". Teachers College Record: The Voice of Scholarship in Education 100, nr 4 (styczeń 1999): 724–50. http://dx.doi.org/10.1177/016146819910000402.
Pełny tekst źródłaBurhoff, Hanna Maria. "School Without Racism? How White Teachers in Germany Practice Anti-Racialism". Journal for Undergraduate Ethnography 11, nr 3 (28.11.2021): 3–20. http://dx.doi.org/10.15273/jue.v11i3.11240.
Pełny tekst źródłaRosiek, Jerry. "School segregation: A realist’s view". Phi Delta Kappan 100, nr 5 (22.01.2019): 8–13. http://dx.doi.org/10.1177/0031721719827536.
Pełny tekst źródłaKohli, Rita, Marcos Pizarro i Arturo Nevárez. "The “New Racism” of K–12 Schools: Centering Critical Research on Racism". Review of Research in Education 41, nr 1 (marzec 2017): 182–202. http://dx.doi.org/10.3102/0091732x16686949.
Pełny tekst źródłaPalmer, Emily Lilja, i Karen Seashore Louis. "Talking about Race: Overcoming Fear in the Process of Change". Journal of School Leadership 27, nr 4 (lipiec 2017): 581–610. http://dx.doi.org/10.1177/105268461702700405.
Pełny tekst źródłaCrutchfield, Jandel, Kate L. Phillippo i Andy Frey. "Structural Racism in Schools: A View through the Lens of the National School Social Work Practice Model". Children & Schools 42, nr 3 (1.07.2020): 187–93. http://dx.doi.org/10.1093/cs/cdaa015.
Pełny tekst źródłaRadford, Peter. "Tackling racism in schools: Three starting points". SecEd 2021, nr 2 (2.05.2021): 14–15. http://dx.doi.org/10.12968/sece.2021.2.14.
Pełny tekst źródłaFuller-Hamilton, Asia. "The Circular Conversation Around Racism and the Actions Necessary for Racial Change". Urban Education 54, nr 5 (27.06.2018): 760–63. http://dx.doi.org/10.1177/0042085918783831.
Pełny tekst źródłaFahd, Kiran, i Sitalakshmi Venkatraman. "Racial Inclusion in Education: An Australian Context". Economies 7, nr 2 (1.04.2019): 27. http://dx.doi.org/10.3390/economies7020027.
Pełny tekst źródłaRozprawy doktorskie na temat "Racism in schools"
Gaine, Christopher Charles. "Working against racism in largely white areas : sites, themes and outcomes". Thesis, King's College London (University of London), 1996. https://kclpure.kcl.ac.uk/portal/en/theses/working-against-racism-in-largely-white-areas--sites-themes-and-outcomes(f334d061-e4f0-4690-ad19-444648daa997).html.
Pełny tekst źródłaFeitosa, Caroline Felipe Jango 1985. "Aqui tem racismo! : um estudo das representações sociais e das identidades das crianças negras". [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250918.
Pełny tekst źródłaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-20T20:17:42Z (GMT). No. of bitstreams: 1 Feitosa_CarolineFelipeJango_M.pdf: 11680926 bytes, checksum: 9e86ab199c161045ce738f5d92bdafd9 (MD5) Previous issue date: 2012
Resumo: O objetivo deste estudo foi investigar as representações sociais que a criança negra tem acerca da escola, bem como compreender a construção de sua identidade e sua integração no espaço escolar. Participaram da pesquisa 58 estudantes dos três últimos anos do Ensino Fundamental I, de escolas municipais localizadas na Região Metropolitana de Campinas, sendo que 31 meninos e 27 meninas, de 7 a 13 anos de idade, todos pertencentes ao segmento racial negro. O instrumento utilizado foi uma ficha de pesquisa desenvolvida pela autora, composta por cinco etapas reciprocamente complementares. Na primeira etapa os questionamentos foram voltados para a representação de si, do professor e da localização das crianças na sala de aula. A segunda etapa abarcou a percepção e integração das crianças no espaço extra sala de aula e suas expectativas acerca da escola. Na terceira etapa questionamos as crianças sobre quais elementos eram bons e quais eram ruins na escola, já na quarta etapa questionamos as mesmas sobre as situações boas e ruins que elas vivenciaram neste espaço. E, por fim, na quinta etapa as crianças foram questionadas acerca de sua cor e sobre sua autoimagem. As entrevistas foram feitas individualmente e pela pesquisadora. O estudo aponta relações assimétricas de raça dentro da sala de aula, ou seja, a organização do espaço escolar, orientada pelo preconceito racial, contribui para a estigmatização e exclusão da criança negra na escola. Percebemos que os professores e gestores escolares apresentam posturas negligentes e muitas vezes racistas ao abordar a temática racial no interior da escola. As crianças negras vivenciam um espaço que as discrimina e são constantemente humilhadas por apelidos depreciativos de sua condição racial. Ademais, a pesquisa demonstra que as crianças negras tendem, em sua maioria, a negar sua condição racial e a se aproximar dos padrões brancos mais aceitos socialmente, influenciando negativamente sua identidade, uma vez que buscam modelos impostos socialmente que jamais serão alcançados. A escola e os profissionais da educação têm respeitado muito pouco ou nada a valorização da diferença e a promoção da igualdade racial na escola, porém as crianças ainda têm uma representação positiva dos elementos escolares de um modo geral e da professora em especial, mesmo reconhecendo os pontos negativos dos mesmos.
Abstract: The objective of this study was to investigate the social representations that black children have about the school, as well as understanding the construction of their identity and their integration within the school. The participants were 58 students in the last three years of elementary school, in public schools located in the Metropolitan Region of Campinas, with 31 boys and 27 girls, 7-13 years of age, all belonging to the segment black race. The instrument used was a form of research developed by the author, consists of five steps mutually complementary. In the first stage, the questions were focused on the representation of themselves and the teacher and the location of children in the classroom. The second phase encompassed the perception and integration of children in outer space classroom and their expectations about the school. In the third stage questioned the children about what elements were good and which were bad in school, since the fourth stage the same question about the good and bad situations that they experienced in this space. And finally, the fifth stage the children were questioned about their color and on their self-image.The interviews were conducted individually by the researcher. The study showed asymmetrical relations of race in the classroom, the organization of the school, guided by racial prejudice, contributes to the stigmatization and exclusion of black children in school. We realize that teachers and school managers have postures and often negligent in addressing the racist racial issue within the school. Black children experience a place that discriminates and are constantly humiliated by his nicknames derogatory racial condition. Moreover, research shows that black children tend mostly to deny their racial condition and approaching whites socially accepted standards, negatively influencing their identity, since taxes are seeking social models that will never be achieved. The school and education professionals have observed little or no appreciation of difference and promoting racial equality in school, but children still have a positive representation of the elements of a general school and the teacher in particular, while acknowledging the points negative thereof.
Mestrado
Psicologia Educacional
Mestre em Educação
Moy, Lisa. "Anti-racism and multiculturalism in secondary schools, listening to student activists and leaders". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29854.pdf.
Pełny tekst źródłaMoy, Lisa. "Anti-racism and multiculturalism in secondary schools : listening to student activists and leaders". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27479.
Pełny tekst źródłaWood, Craig A. "The Crystallizing Teacher: A Performative and Critical Autoethnography of Conscientization Revealing Whiteness in Australian Schools". Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405201.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
Silverberg, Carol. "IQ testing and tracking : the history of scientific racism in the American public schools : 1890-1924 /". abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3311920.
Pełny tekst źródła"May 2008." Includes bibliographical references (leaves 105-120). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.
Juutilainen, S. A. (Sandra Alexis). "Structural racism and Indigenous health:a critical reflection of Canada and Finland". Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526215525.
Pełny tekst źródłaTiivistelmä Tutkimuksen päämääränä on tuottaa tietoa rakenteellisesta syrjinnästä. Tämä tapahtuu tutkimalla alkuperäiskansojen ja kansallisvaltioiden välisiä suhteita koulujärjestelmissä sekä sitä, miten rakenteellinen syrjintä vaikuttaa alkuperäiskansojen jäsenten elämään. Tutkimuksen kriittinen analyysi tuottaa dekoloniaalisia lähestymistapoja terveystutkimuksen menetelmiin, jolloin tärkeimmät terveyserot paljastuvat alkuperäiskansalähtöisten tutkimusprosessien kautta. Tutkimus pyrkii lisäämään ymmärrystä siitä, millaisia väliaikaisia sekä nykypäivään asti ulottuvia vaikutuksia sisäoppilaitoksilla ja kouluasuntoloilla on ollut Kanadan ja Suomen alkuperäiskansojen jäsenten terveyteen ja hyvinvointiin. Väitöskirjan tutkimusasetelma on laadullinen monitapaustutkimus, jossa sovelletaan Critical Health Praxis (PHCR) -menetelmän viitekehystä. Tutkimuksen ensimmäisessä osassa vertaillaan laadullisen sisällönanalyysin avulla Kanadan ja Pohjoismaiden alkuperäiskansojen tutkimuseettisiä käytäntöjä ja menettelytapoja. Toisessa osassa on kolme tapaustutkimusta, jotka perustuvat strukturoidun kyselytutkimuksen avovastausten syrjintäkokemuksiin ja niiden vaikutuksiin itsekoettuun terveyteen Kanadan ensimmäisten kansojen jäsenillä (Six Nations of the Grand River, n = 25) sekä Suomen saamelaisilla (Inarin kunta, n = 20). Tapaustutkimuksissa sovelletaan alkuperäiskansalähtöisiä ja länsimaisia tutkimusmenetelmiä. Tulokset osoittavat, että alkuperäiskansojen vastustus kolonialistisia akateemisia rakenteita kohtaan Suomessa ja Kanadassa on synnyttänyt dialogisia prosesseja, joiden avulla voidaan luoda eettistä tilaa tiede- ja alkuperäiskansayhteisöjen maailmankuvien yhteensovittamiseksi ja eettisesti hyväksyttävän tiedon tuottamiseksi. Toisen vaiheen tulokset osoittavat, että vaikka Kanadan sisäoppilaitosten ja Suomen kouluasuntoloiden yhteiskunnalliset lähtökohdat ja käytännön toteutustavat eroavat toisistaan, lopputulos on samansuuntainen: kouluympäristön aiheuttama häpeä, joka tuottaa sekä haavoittuvuutta että resilienssiä. Kielteisten kokemusten työstäminen vaatii pitkää, parantavaa prosessia, joka koskee niin yksilöitä, perheitä kuin yhteisöjäkin. Johtopäätöksenä todetaan, että tarvitaan sekä länsimaisia että alkuperäiskansalähtöisiä tutkimusmenetelmiä, jos halutaan ymmärtää syvällisesti rakenteellista syrjintää ja sen vaikutuksia alkuperäiskansojen terveyteen ja hyvinvointiin
Dirickson, Perry. "School Spirit or School Hate: The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.
Pełny tekst źródłaThomas, Francine Simms. "Experiences of Black Women who Persist to Graduation at Predominantly White Schools of Nursing". ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1026.
Pełny tekst źródłaThackwell, Nicola Donna. "“We waited for our turn, which sometimes never came” : registrars negotiating systemic racism in Western Cape medical schools". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86641.
Pełny tekst źródłaENGLISH ABSTRACT; In order for the transformation objectives of racial and gender diversity to be adequately reflected in the South African medical profession, it is crucial to understand how Black medical registrars experience the training environment. This qualitative study presents the experience of ten Black African medical specialists who completed their registrar training in the Western Cape in the past five years. Using both thematic and discourse analysis the study aimed to identify and describe the interpersonal, structural and institutional factors that may impede or promote Black advancement during registrar training. Participant experiences where contextualised in relation to discourses around the medical profession as a site of cultural reproduction that has been historically constructed as the exclusive domain of the White male. The analysis unearths experiences of systemic racism where the organisational culture of training institutions is experienced as alienating and unwelcoming to Black professionals. The findings raise the need for a more thorough evaluation of how transformations efforts are being received in specialist medical education. Key Words: Black doctors, Transformation in Higher Education, Systemic Racism, Medical training
AFRIKAANSE OPSOMMING: Met die oog op die realisering van die transformasiedoelwitte rakende ras- en geslagsdiversiteit in die Suid-Afrikaanse mediese professie, is dit deurslaggewend om te verstaan hoe Swart mediese spesialis studente die opleidingsomgewing ervaar. Hierdie kwalitatiewe studie gee die ervaring weer van tien Swart Suid-Afrikaanse mediese spesialiste wat die afgelope vyf jaar hulle opleiding in die Wes-Kaap voltooi het. Deur gebruik te maak van beide tematiese- en diskoersanalise, poog die studie daarin om die interpersoonlike, strukturele en institusionele faktore wat Swart bevordering tydens professionele opleiding kan belemmer of bevorder, te identifiseer en te beskryf. Deelnemers se ervarings is gekontekstualiseer in verhouding tot die diskoerse rondom die mediese professie as terrein van kulturele voortsetting van wat histories as eksklusiewe domein van Wit mans gegeld het. Die studie ontbloot ervaringe van sistemiese rassisme, waarin Swart professionele beroepspersone vervreem en onwelkom voel in die organisasiekultuur van opleidingsinstansies.Die bevindinge beklemtoon die behoefte aan ‘n meer diepgaande evaluasie van hoe transformasie-pogings ontvang word in mediese spesialis opleiding. Sleutelwoorde: Swart dokters, transformasie in tersiêre opleiding, sistemiese rassisme, mediese opleiding
Książki na temat "Racism in schools"
Böhmer, Matthias, i Georges Steffgen, red. Racism in Schools. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40709-4.
Pełny tekst źródłaKelly, Elinor. Racism in schools: New research evidence. Stoke-on-Trent: Trentham Books, 1988.
Znajdź pełny tekst źródłaMurray, Amy, i Rose Borunda, red. Disrupting Racism in US Schools. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-49562-5.
Pełny tekst źródłaMoore, Wendy Leo. Reproducing racism: White space, elite law schools, and racial inequality. Lanham, Md: Rowman & Littlefield Publishers, 2008.
Znajdź pełny tekst źródłaMoore, Wendy Leo. Reproducing racism: White space, elite law schools, and racial inequality. Lanham, Md: Rowman & Littlefield Publishers, 2008.
Znajdź pełny tekst źródłaMoore, Wendy Leo. Reproducing racism: White space, elite law schools, and racial inequality. Lanham, Md: Rowman & Littlefield Publishers, 2008.
Znajdź pełny tekst źródłaKeith, Ebbutt, Pearce Bert i Communist Party of Great Britain. Education Advisory Committee., red. Racism and schools: Contributions to a discussion. London: (The Party), 1987.
Znajdź pełny tekst źródła[Mentor, Darlyn]. CRRF facts about-- racism in our schools. [Toronto]: Canadian Race Relations Foundation = Fondation canadienne des relations raciales, 2000.
Znajdź pełny tekst źródłaBritish Columbia. Ministry of Education., red. Multicultural and anti-racism education: Initiatives in schools and school districts. Victoria, B.C: Province of British Columbia, Ministry of Education, 1994.
Znajdź pełny tekst źródłaGordon, Paul. Learning about racism: An introduction for use in schools. London: Runnymede Trust, 1989.
Znajdź pełny tekst źródłaCzęści książek na temat "Racism in schools"
Behrning, Kim, Lisa Gilbertz, Brenda Gilson i Ryane Groevius. "Racism—An Introduction". W Racism in Schools, 1–49. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40709-4_1.
Pełny tekst źródłaGöksoy, Selin, i Sissy Gales. "Recognize—Prevent—Intervene: (Self-)Reflective Prevention and Intervention Approaches for a Racism-Critical Practice in School". W Racism in Schools, 153–90. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40709-4_4.
Pełny tekst źródłaNathusius, Luise, Lisa Frast i Tabea Schmidt-Alkadri. "How Can Racist Behavior be Explained?" W Racism in Schools, 51–91. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40709-4_2.
Pełny tekst źródłaWelter, Nora, Jos Wagner, Katharina Dincher i Hicham Quintarelli. "Effects of Racist Discrimination". W Racism in Schools, 93–151. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40709-4_3.
Pełny tekst źródłaVerschelden, Cia, i Kofi Lomotey. "Focus on Racism". W Bandwidth Recovery For Schools, 48–52. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443162-6.
Pełny tekst źródłaOrelus, Pierre W. "Tabooing Talks on Race and Racism in Schools". W Unschooling Racism, 1–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53795-1_1.
Pełny tekst źródłaOrelus, Pierre W. "Racism Hidden in Schools Through Smiling and Shaking Hands". W Unschooling Racism, 33–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53795-1_4.
Pełny tekst źródłaOrelus, Pierre W. "The Savage Effects of Racism in Schools and Society Exposed". W Unschooling Racism, 51–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53795-1_6.
Pełny tekst źródłaDeuchar, Ross, i Kalwant Bhopal. "Schools, Discipline, Racism and Disaffection". W Young People and Social Control, 29–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52908-0_3.
Pełny tekst źródłaTerhart, Ewald. "The Discussion About Racism and Anti-Racism in Schools and Teacher Education in Germany: Some Short Remarks". W Regimes of Belonging – Schools – Migrations, 193–202. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-29189-1_12.
Pełny tekst źródłaStreszczenia konferencji na temat "Racism in schools"
Perumal, Juliet, i Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.
Pełny tekst źródłaVillavicencio, Adriana. "Disrupting Racism in Schools: Case Studies of a Racial Justice Program in Two Elementary Schools". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684043.
Pełny tekst źródłaRandolph, Aspen, Chloe Nicklas i Shawhin Roudbari. "Architectures of White Supremacy: Measuring Racism in College Campus Design". W 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.93.
Pełny tekst źródłaKang, Leanne. "Managerial Racism and the Grand Rapids Public Schools, 1968–Present". W 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2005208.
Pełny tekst źródłaEliyahu-Levi, Dolly. "Arab Teachers Face Racism, Alienation, and Inequality in Jewish Schools". W 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2104405.
Pełny tekst źródłaShinn, Bianca. "Dismantling Anti-Black Racism in Schools Through Professional Learning Communities". W AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2168258.
Pełny tekst źródłaCleckley, Elgin. "Becoming Credible: Developing Pedagogies for Inclusive Design Futures". W 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.63.
Pełny tekst źródłaReynolds Vassar, Rema. "Race, Racism, and Critical Consciousness: Exploring Black Parents' Engagement in Schools". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442484.
Pełny tekst źródłaHursh, David. "Challenging Structural Racism in Schools and Society by Teaching Antiracist Local History". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690387.
Pełny tekst źródłaBright, Nicola. "Growing Māori Language in Schools: Critical Conversations About Identity, Positioning, and Racism". W AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2103603.
Pełny tekst źródłaRaporty organizacyjne na temat "Racism in schools"
Spencer, Joi, i Kerri Ullucci. A Resource Guide for Schools and Districts: Addressing Racism in the Education System. San Diego, CA: University of San Diego, sierpień 2020. http://dx.doi.org/10.22371/05.2020.002.
Pełny tekst źródłaHartley, Curtis, i Allyson Kelley. Lessons in Critical Race Theory. Allyson Kelley & Associates PLLC, kwiecień 2024. http://dx.doi.org/10.62689/hgzcul.
Pełny tekst źródłaRogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley i Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, październik 2022. http://dx.doi.org/10.5204/rep.eprints.235509.
Pełny tekst źródłaDahl, Kristina, Juan Declet-Barreto, Rachel Cleetus, Erika Spanger, Benjamin Vitale, Shana Udvardy, Philip Thompson, Pamela Worth i Astrid Caldas. Looming Deadlines for Coastal Resilience: Rising Seas, Disruptive Tides, and Risks to Coastal Infrastructure. Union of Concerned Scientists, czerwiec 2024. http://dx.doi.org/10.47923/2024.15502.
Pełny tekst źródłaDarling-Hammond, Sean. Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute, maj 2023. http://dx.doi.org/10.54300/169.703.
Pełny tekst źródłaDarity Jr., William, M’Balou M’Balou Camara i Nancy MacLean. Setting the Record Straight on the Libertarian South African Economist W. H. Hutt and James M. Buchanan. Institute for New Economic Thinking Working Paper Series, maj 2022. http://dx.doi.org/10.36687/inetwp184.
Pełny tekst źródłaTemkin Cahill, Deborah, Kristen Harper i Cassidy Guros. Healthy Schools Can Mitigate Ongoing Racial Inequities in Education. Child Trends, Inc., czerwiec 2023. http://dx.doi.org/10.56417/7057e2354w.
Pełny tekst źródłaLeung-Gagné, Melanie, Jennifer McCombs, Caitlin Scott i Daniel Losen. Pushed out: Trends and disparities in out-of-school suspension. Learning Policy Institute, wrzesień 2022. http://dx.doi.org/10.54300/235.277.
Pełny tekst źródłaElder, Todd, David Figlio, Scott Imberman i Claudia Persico. School Segregation and Racial Gaps in Special Education Identification. Cambridge, MA: National Bureau of Economic Research, maj 2019. http://dx.doi.org/10.3386/w25829.
Pełny tekst źródłaMerritt Johnson, Alexandra, i Kristian Lenderman. Socratic Circles: Building Tools for Racial Equity Classroom and Community Discourse. Digital Promise, listopad 2023. http://dx.doi.org/10.51388/20.500.12265/200.
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