part of the Education Reform Networks
Unraveling the professional development school equity agenda
Examines major critiques from the literature on the Professional Development School (PDS) equity agenda and accomplishments, referencing works from literature on PDSs, diversity, urban education, and multicultural education. The paper focuses on issues related to poor or working-class learners in PDS settings and learners from non-European racial, ethnic, and linguistic groups.
Author/Creator: Abdal-Haqq, Ismat
Journal/Secondary Title: Peabody Journal of Education
Number: 3 and 4
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