The balanced literacy model helps all students achieve in the face of the Common Core demands.
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High-achieving students from poverty may present unique challenges.
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The purpose of this qualitative study was to describe middle level prepared teachers’ perceptions of their practices after completing an Ohio Middle Childhood: Grades 4–9 teacher education program. Using the National Middle School Association/ National Council of Accreditation of Teacher Education Initial Level Teacher Preparation Standards (2001) as the organizing framework for the interview protocols,
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