Inequality and Access to Knowledge

By Linda Darling-Hammond. 2001

196 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/686cb7da7a0b4c68978b9c3abe84fad9e0f1c3a7

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Citations in the corpus

Apprenticing Adolescent Readers to Academic Literacy (2001, background): “These students receive a higher proportion of isolated basic-skills instruction than their mainstream peers, who are more frequently engaged in higher order thinking processes (e.g., Allington, 1991; Darling-Hammond, 1995; Levin, 1997).”
Preservice Teachers’ Learning about Cultural and Racial Diversity (2006, background): “…Johnson (2002), Ford (1996), Milner and Woolfolk (2003), Tatum (1992), Ellsworth (1989), Freire (1998), Gay (2000), McIntosh (1990), Paley (2000), Richardson and Placier (2001), Jackson and Davis (2000), hooks (1994), Gordon (2001), Darling-Hammond (1995), Foster (1997), and Howard (1999).”
QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas (2005, background): “Research shows that, in comparison to their mainstream peers, students of diverse backgrounds tend to receive a great deal of instruction in lower level skills and little instruction in reading comprehension and higher level thinking about text (Darling-Hammond, 1995; Fitzgerald, 1995).”
Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice (2003, background): “Developing a repertoire of diverse instructional strategies pertinent to a subject area may in fact be a key in teachers’ learning to teach to diverse students (Darling-Hammond, 1995; Stodolsky & Grossman, 2000).”
On the cultural validity of science assessments (2001, background): “Cultural validity questions approaches in instruction and assessment based on cultural stereotyping, which affects intellectual identity and performance (Steele & Aronson, 1995; Steele, 1997) and has been extensively documented, along with poverty and ineffective and segregating tracking systems (e.”
The Joint Enterprise of Social Justice Teacher Education (2007, background): “In addition, these students often attend schools with fewer resources (Darling-Hammond, 1995, 2004).”