Literacy and advocacy in adolescent family, gang, school, and juvenile court communities CRIP 4 l

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Bibliographic Details
Main Author:	Smith, Debbie
Other Authors:	Whitmore, Kathryn F.
Format:	Book
Published:	Mahwah, New Jersey Lawrence Erlbaum Associa 2006
Subjects:	Gang members > Case studies > United States Juvenile delinquents > Case studies > United States Mexican American youth > Case studies > United States Teacher-student relationships > Case studies > United States Gang members > Case studies > Education > United States Gangs > Education > United States Marginality, Social > United States Literacy > United States
Online Access:	Click Here to View Status and Holdings.
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LEADER	00000n a2200000 a 4501
001	wils-337656
020	#	#	\|a 080585598X (cloth : alk. paper)
020	#	#	\|a 0805855998 (paper : alk. paper)
090	0	0	\|a HV6439.U5 \|b S615 2006
100	1	#	\|a Smith, Debbie \|f 1955 Jan. 24-
245	1	0	\|a Literacy and advocacy in adolescent family, gang, school, and juvenile court communities \|b CRIP 4 l \|c Debra Smith, Kathryn Whitmore
260	#	#	\|a Mahwah, New Jersey \|b Lawrence Erlbaum Associa \|c 2006
300	#	#	\|a xxvi, 20 \|b i \|c 24 cm
504	#	#	\|a Includes bibliographical references (p. 195-197) and indexes
650	#	0	\|a Gang members \|v Case studies \|z United States
650	#	0	\|a Juvenile delinquents \|v Case studies \|z United States
650	#	0	\|a Mexican American youth \|v Case studies \|z United States
650	#	0	\|a Teacher-student relationships \|v Case studies \|z United States
650	#	0	\|a Gang members \|v Case studies \|x Education \|z United States
650	#	0	\|a Gangs \|x Education \|z United States
650	#	0	\|a Marginality, Social \|z United States
650	#	0	\|a Literacy \|z United States
700	1	#	\|a Whitmore, Kathryn F. \|f 1959-
856	4	0	\|z Click Here to View Status and Holdings. \|u https://opac.uitm.edu.my/opac/detailsPage/detailsHome.jsp?tid=337656
964	#	#	\|c BOK \|d 01
040	#	#	\|a Shah Alam
998	#	#	\|a 00260##a003.5.1\|\|00260##b003.5.1\|\|00260##c003.5.1\|\|00300##a003.5.1\|\|00300##b003.5.1\|\|00300##c003.5.1\|\|