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Bondy, E. & Ross, D.D. (2008). The teacher as warm demander. Educational Leadership, 66(1), 54-58.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Hinnant-Crawford, B., Bergeron, L., Virtue, E.E., Cromartie, S., & Harrington, S. (2023). Good teaching, warm and demanding classrooms, and critically conscious students: Measuring student perceptions of asset-based equity pedagogy in the classroom. Equity & Excellence in Education, 56(3), 306-322.
Interstate Teacher Assessment and Support Consortium. (2013). InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0. Council of Chief State School Officers (CCSSO).
Learning Forward. (2022). Standards for Professional Learning.
Milner, H.R., IV, Cunningham, H.B., Delale-O’Connor, L., & Kestenberg, E.G. (2018). “These kids are out of control”: Why we must reimagine “classroom management” for equity. Corwin.
Virtue, E.E. & Hinnant-Crawford, B.N. (2019). “We’re doing things that are meaningful”: Student perspectives of project-based learning across the disciplines. The Interdisciplinary Journal of Problem-Based Learning, 13(2), Article 9.
Ware, F. (2006). Warm demander pedagogy: Culturally responsive teaching that supports a culture of achievement for African American students. Urban Education, 41(4), 427-546.
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