The Dreamkeepers
Successful Teachers of African American Children
Bibliographic Data
| ID | 2470557 |
|---|---|
| Authors | Tryphenia B Peele (Claremont Graduate University, corresponding author) |
| Year | 1997 |
| Volume | 28 |
| Issue | 2 |
| Pages | 308-309 |
| Publication date | 1997-06-01 |
| Open Access | Yes |
| Type | REVIEW |
| Review of | The dreamkeepers: Successful teachers of African American children, Gloria Ladson-Billings, 2009 |
| Venue | Anthropology & Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0161-7761 • E-ISSN: 1548-1492 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1525/aeq.1997.28.2.308 |
| OpenAlex | W1852816657 |
| Language | EN |
| Citations received | 2 |
The Dreamkeepers: Successful Teachers of African American Children. Gloria Ladson-Billings. San Francisco: Jossey-Bass Publishers, 1994. 187 pp
Academic achievement · African american · Pedagogy · Sociology · Anthropology · Diverse Education Studies and Reforms · Education Systems and Policy · Gender Studies
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A Phenomenological Case Study of the Experiences of African American High School Students
Teachers should be humanitarians first
Preparing educators who save lives
What makes a lifetime? Growing teaching practices with/in communities
Diversity pedagogical content knowledge
The what, why, and how of culturally responsive teaching
Micro-cultures
Toward a Theory of Culturally Relevant Leadership for School-Community Culture
Race talk in a public high school in Salvador Bahia
Creating More Effective Multiethnic Schools
Understanding Chinese international students in the U.S. in Times of the Covid-19 crisis
Revealing Whiteness in Preservice Music Teacher Preparation
Using our voices, losing our bodies
African American pre-service physical education teachers’ learning about aquatic courses
I always live in a quebrada [favela] and today I am here. So, you can be also here one day’
Opportunity gaps in out-of-school learning
Orlonia's “Literacy‐in‐Persons”
Using critical discourse analysis to operationalize discursive violence in school closure education reform policy
A case for culturally relevant science education in the summer for African American youth
Being a Good Teacher of Black Students? White Teachers and Unintentional Racism
Moving Elementary Educators Beyond Laissez-Faire Discussion Toward a Commitment to Social Justice
Fighting Structural and Power Inequities
Developing a Multicultural Curriculum in a Predominantly White Teaching Context
Attending to Student Voice
A Flawed Policy Metaphor
Building the field’s knowledge of teaching and learning
From Shallow to Deep
It’s Not Hard Work; It’s Heart Work
To Me, He Teaches Like the Child Learns
The “Battlefield”
Discovering the Roadblocks
Black Girl Joy (Un)Interrupted
Elementary Teachers’ Attributions for Racially Minoritized Students’ Classroom Behaviors
Opportunities to Teach and Learn in High-Needs Schools
I Was Just Trying to Make It”
Global Village Versus Culture Shock
Making Practice Public
The Social Justice Core Practices of Philadelphia Educators
On the Path to Becoming “Highly Qualified”
Fifteenth Annual Aera Brown Lecture in Education Research
Who Are the Bright Children? The Cultural Context of Being and Acting Intelligent
African American Homeschooling and the Quest for a Quality Education
Culturally Responsive Teaching in Urban Secondary Schools
Commentary
I’m a Teacher, I’m Gonna Always Protect You”
Creating Culturally Sustaining Spaces in the Compositional Process
Keeping the Dream Through the Care Model
Equity and Inclusion in Education
The sizzle and fizzle of teacher evaluation in the United States and the selective use of research evidence
Why Do Students Attend STEM Clubs, What Do They Get Out of It, and Where Are They Heading
Critical Inquiry in (and About) Media Environments
Perceptions of classroom quality and well-being among Black women teachers of young children
“It’s How You’re Delivering These Messages”
Teachers’ changed perceptions of pupils’ motivation for learning through professional development
Making Competence Explicit
Science faculty conceptions of equity and their association to teaching practices
Theorizing science‐civic practices
Experiences of Preservice Music Teachers at Minority Serving Institutions
Becoming Educators
| Highly cited | No |
|---|