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Increasing the Writing Performance of Urban Seniors Placed At-Risk through Goal-Setting in a Culturally Responsive and Creativity-Centered Classroom

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Estrada, Brittany; Warren, Susan – Journal of Urban Learning, Teaching, and Research, 2014

Efforts to support marginalized students require not only identifying systemic inequities, but providing a classroom infrastructure that supports the academic achievement of all students. This action research study examined the effects of implementing goal-setting strategies and emphasizing creativity in a culturally responsive classroom (CRC) on…

Descriptors: Writing Improvement, Disadvantaged, Culturally Relevant Education, Urban Schools