Browsing by Author Thomas, Matthew

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Showing results 1 to 5 of 5
Issue DateTitleAuthor(s)Citation
2017Exploring equity gaps in education: Toward unity, not uniformityMcCormick, Alexandra; Thomas, Matthew; School of Education and Social Work Research Operations; School of Education and Social Work Research OperationsExploring equity gaps in education: Toward unity, not uniformity, International Education Journal: Comparative Perspectives, vol.16, 3, 2017,pp 1-4
2018"Good intentions can only get you so far": Critical reflections from Teach For America corps members placed in special educationThomas, Matthew; School of Education and Social Work Research Operations"Good intentions can only get you so far": Critical reflections from Teach For America corps members placed in special education, Education and Urban Society, vol.50, 5, 2018,pp 435-460
2017Learning About Teaching: A Collaborative Research Exploration of Learner-Centered Pedagogy in TanzaniaThomas, Matthew; Salema, Victorini; School of Education and Social Work Research OperationsLearning About Teaching: A Collaborative Research Exploration of Learner-Centered Pedagogy in Tanzania in Faculty Development in Developing Countries: Improving Teaching Quality in Higher Education, Routledge, 2017, pp. 64-85
2017Shifting tides: Reflecting on regional aspects of our roles as comparative and international educatorsMcCormick, Alexandra; Thomas, Matthew; Shah, Ritesh; School of Education and Social Work Research Operations; School of Education and Social Work Research OperationsShifting tides: Reflecting on regional aspects of our roles as comparative and international educators, International Education Journal: Comparative Perspectives, vol.16, 3, 2017,pp 49-68
2017'Shit shows' or 'like-minded schools': Charter schools and the neoliberal logic of Teach For AmericaThomas, Matthew; Lefebvre, Elisabeth E.; School of Education and Social Work Research Operations'Shit shows' or 'like-minded schools': Charter schools and the neoliberal logic of Teach For America, Journal of Education Policy, vol.32, 3, 2017,pp 357-371