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Palmer, Deborah K.

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Index

Palmer, Deborah K.

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This chapter is in the book Teacher Leadership for Social Change in Bilingual and Bicultural Education

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Palmer, Deborah K.,. "Index". Teacher Leadership for Social Change in Bilingual and Bicultural Education, Bristol, Blue Ridge Summit: Multilingual Matters, 2018, pp. 197-198. https://doi.org/10.21832/9781788921442-013

Palmer, Deborah K. (2018). Index. In Teacher Leadership for Social Change in Bilingual and Bicultural Education (pp. 197-198). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781788921442-013

Palmer, Deborah K.. 2018. Index. Teacher Leadership for Social Change in Bilingual and Bicultural Education. Bristol, Blue Ridge Summit: Multilingual Matters, pp. 197-198. https://doi.org/10.21832/9781788921442-013

Palmer, Deborah K.,. "Index" In Teacher Leadership for Social Change in Bilingual and Bicultural Education, 197-198. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. https://doi.org/10.21832/9781788921442-013

Palmer, Deborah K.. Index. In: Teacher Leadership for Social Change in Bilingual and Bicultural Education. Bristol, Blue Ridge Summit: Multilingual Matters; 2018. p.197-198. https://doi.org/10.21832/9781788921442-013

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Chapters in this book

Frontmatter i
Contents vii
Acknowledgments ix
1. Why Bilingual Teacher Leadership? 1
2. Literature Review: Defi ning Bilingual Teacher Leadership 12
3. Developing Teacher Agency and Identity in Bilingual/ Bicultural Educational Contexts: Critical Pedagogies for Hope and Transformation 33
4. The Proyecto Maestría Program and the Teachers 47
5. Bilingual Teacher Leaders are Refl exive Practitioners 66
6. Bilingual Teacher Leaders are Cultural/Linguistic Brokers 90
7. Bilingual Teacher Leaders are Collaborators 115
8. Conclusion: Bilingual Teacher Leaders are Advocates and Change Agents 156
Appendix A Program of Work: Bilingual/Bicultural Education MA/MEd Degrees, 2009–2013 177
Appendix B Syllabus, EDC 385G Teacher Leadership for Bilingual/ESL: Mentoring, Coaching and Professional Development 179
References 184
Index 197

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https://doi.org/10.21832/9781788921442-013

Chapters in this book

Frontmatter i
Contents vii
Acknowledgments ix
1. Why Bilingual Teacher Leadership? 1
2. Literature Review: Defi ning Bilingual Teacher Leadership 12
3. Developing Teacher Agency and Identity in Bilingual/ Bicultural Educational Contexts: Critical Pedagogies for Hope and Transformation 33
4. The Proyecto Maestría Program and the Teachers 47
5. Bilingual Teacher Leaders are Refl exive Practitioners 66
6. Bilingual Teacher Leaders are Cultural/Linguistic Brokers 90
7. Bilingual Teacher Leaders are Collaborators 115
8. Conclusion: Bilingual Teacher Leaders are Advocates and Change Agents 156
Appendix A Program of Work: Bilingual/Bicultural Education MA/MEd Degrees, 2009–2013 177
Appendix B Syllabus, EDC 385G Teacher Leadership for Bilingual/ESL: Mentoring, Coaching and Professional Development 179
References 184
Index 197

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