Rethinking High-Leverage Practices in Justice-Oriented Ways
https://journals.sagepub.com/doi/full/10.1177/0022487119900209

This article applies a critical lens to understanding STEM teachers' practices that disrupt common power structures in the classroom, demonstrating justice-oriented teaching. The authors' goal is to inform discussions around "high-leverage practices" to include equity-promoting practices.

Suggested Citation

Calabrese Barton, A., Tan, E., & Birmingham, D. J. (2020). Rethinking high-leverage practices in justice-oriented ways. Journal of Teacher Education, 71(4), 477-494.