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Our research reflects a long-term professional dialogue and inquiry with teachers to develop and refine curriculum to address the needs of students in a high poverty, predominantly African-American school. Through our collaboration, we identify both institutional and personal barriers to changing and implementing a more student-centered curriculum. We also identify teachers' relationships with their students as a resource for effectively reforming the curriculum and propose steps for supporting such change in practice.
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Burke et al. (2008) studied this question.
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