Teacher Learning as Curating Becoming Inclusive Educators in School/University Partnerships

The first author acknowledges the support of the American Educational Research Association’s Minority Dissertation Fellowship, the Office of Special Education Programs leadership grant # H325D050017, the support of the Urban Professional Learning Schools Initiative under the Office of Special Education Program grant # H325T070009, and the Institute for Research on Race and Public Policy at the University of Illinois at Chicago. The second author acknowledges the support of the Equity Alliance. Funding agency endorsement of the ideas expressed in this manuscript should not be inferred. Support from members of the research team including Elizabeth B. Kozleski (principal investigator), Laura Atkinson, Taucia Gonzales, and Lisa Lacy is acknowledged.