標(biāo)題: Titlebook: Alternative Education for the 21st Century; Philosophies, Approa Philip A. Woods,Glenys J. Woods Book 2009 Philip A. Woods and Glenys J. Wo [打印本頁(yè)] 作者: 貧血 時(shí)間: 2025-3-21 19:36
書目名稱Alternative Education for the 21st Century影響因子(影響力)
書目名稱Alternative Education for the 21st Century影響因子(影響力)學(xué)科排名
書目名稱Alternative Education for the 21st Century網(wǎng)絡(luò)公開度
書目名稱Alternative Education for the 21st Century網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Alternative Education for the 21st Century被引頻次
書目名稱Alternative Education for the 21st Century被引頻次學(xué)科排名
書目名稱Alternative Education for the 21st Century年度引用
書目名稱Alternative Education for the 21st Century年度引用學(xué)科排名
書目名稱Alternative Education for the 21st Century讀者反饋
書目名稱Alternative Education for the 21st Century讀者反饋學(xué)科排名
作者: OUTRE 時(shí)間: 2025-3-21 20:52
https://doi.org/10.1057/9780230618367culture; democracy; education; Israel; learning; liberty; Maria Montessori; school; schooling; social justice作者: 的闡明 時(shí)間: 2025-3-22 02:12 作者: 政府 時(shí)間: 2025-3-22 06:20
Visual Thinking with an Interactive Diagramest communities in the United States, 244 are rural (Malhoit, 2005). One-fifth of all rural children in the United States live in poverty, and minority children living in rural areas are even more likely to be poor, with 46 percent of rural African American children and 43 percent of rural Native Am作者: somnambulism 時(shí)間: 2025-3-22 12:37
Reetu Bhattacharjee,Jens Lemanskiidated. Within a “state-centric” logic, centralized and bureaucratic education systems were developed amid a technical expertise environment providing little participation to citizens in the decision-making process. This peculiar organizational design established autocracy and limited the features o作者: 進(jìn)取心 時(shí)間: 2025-3-22 13:17 作者: 斷斷續(xù)續(xù) 時(shí)間: 2025-3-22 19:35
Evaluating Colour in?Concept Diagrams of qualification that admits a lack of detailed knowledge but some impressions tend to come up time and again, something about pacifism, social responsibility, and the invariable joke about porridge. There will be a mixture of impressions about beliefs and behavior in society, and dietary habits, a作者: affect 時(shí)間: 2025-3-23 00:51
Reetu Bhattacharjee,Jens Lemanskiy that this school represents . Buddhist approach to education, by no means. It is a venture envisaged in 1990, which was initiated in 1994, and this is a reflection on its character and achievements in 2007. If you search the web it is difficult to find another Buddhist school that advertises itsel作者: 極大的痛苦 時(shí)間: 2025-3-23 02:47 作者: JEER 時(shí)間: 2025-3-23 09:05 作者: freight 時(shí)間: 2025-3-23 10:40
Jozsef A. Toth,C. Michael Lewishose of the Huron, the Neutral, and the Petun, and the lands of the Hotinonshó:ni, of the Six Nations located in what some now call the province of Ontario in Canada. We locate all of what we do in relation to the lands and the Aboriginal peoples who have lived with those lands. We bring that belief作者: 步兵 時(shí)間: 2025-3-23 14:25 作者: 喃喃而言 時(shí)間: 2025-3-23 21:26 作者: 先驅(qū) 時(shí)間: 2025-3-24 00:05
more democratic schools, through Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf schools, to Maori and First Nations education in Canada and Palestinian Jewish schools in Israel.978-1-349-37109-9978-0-230-61836-7作者: 龍卷風(fēng) 時(shí)間: 2025-3-24 02:39
http://image.papertrans.cn/a/image/154050.jpg作者: V切開 時(shí)間: 2025-3-24 09:32 作者: 正面 時(shí)間: 2025-3-24 11:06
Biosemiotics as Material and Formal OntologyIn this chapter, we discuss some of the issues that arise from a consideration of the alternatives featured in the book. Specifically, the chapter作者: Carminative 時(shí)間: 2025-3-24 18:27 作者: 放肆的你 時(shí)間: 2025-3-24 20:50 作者: Madrigal 時(shí)間: 2025-3-24 23:19
The K20 Model for Systemic Educational Change and Sustainability: Addressing Social Justice In Ruraest communities in the United States, 244 are rural (Malhoit, 2005). One-fifth of all rural children in the United States live in poverty, and minority children living in rural areas are even more likely to be poor, with 46 percent of rural African American children and 43 percent of rural Native Am作者: intercede 時(shí)間: 2025-3-25 04:11 作者: certain 時(shí)間: 2025-3-25 08:17
The Touching Example of Summerhill School,0s and 1970s when it became a “transatlantic cult” (Skidelsky, 1969, 15); his publications have never been out of print in Japan and are now being reprinted in the United States and UK (Ayers, 2003; Vaughan, 2006). Neill was interested in practice not theory, and Summerhill was his exemplar. The sch作者: Resection 時(shí)間: 2025-3-25 15:14 作者: 惹人反感 時(shí)間: 2025-3-25 17:12
A Buddhist Approach to Alternative Schooling: The Dharma School, Brighton, UK,y that this school represents . Buddhist approach to education, by no means. It is a venture envisaged in 1990, which was initiated in 1994, and this is a reflection on its character and achievements in 2007. If you search the web it is difficult to find another Buddhist school that advertises itsel作者: Incise 時(shí)間: 2025-3-25 21:14
Islamic Schools in North America and The Netherlands: Inhibiting or Enhancing Democratic Dispositiot of politicians and employers, for much of the twentieth century was that their residence would be a temporary one. In Europe, labor shortages, decolonization, and family reunification and formation over two or three generations would ensure permanent resettlement. In North America, since the late 作者: 聚集 時(shí)間: 2025-3-26 02:35
On their Way Somewhere: Integrated Bilingual Palestinian-Jewish Education in Israel,f coexistence in practice for groups living in what has come to be known as an area of intractable conflict (Bar-Tal, 1999). The village’s name is Neveh Shalom/Oasis of Peace (Feuerverger, 2001). In 1984, three years after the first integrated Protestant-Catholic schools opened their doors in Northe作者: 書法 時(shí)間: 2025-3-26 04:32 作者: 凝視 時(shí)間: 2025-3-26 09:37 作者: Phenothiazines 時(shí)間: 2025-3-26 16:19 作者: 暴露他抗議 時(shí)間: 2025-3-26 19:34
The Touching Example of Summerhill School,(OfSTED) tried to close down the school, lodging a series of objections that the school was forced to legally resist in order to remain open and true to its principles. Ending the policy of voluntary attendance at lessons has been the government’s enduring target. The government failed, and since th作者: 采納 時(shí)間: 2025-3-26 22:25
Quaker Schools in England: Offering A Vision of an Alternative Society,stioned. However, to understand the position and role of Quaker schools in England, it is necessary to have an awareness of the reality of Quakerism today. (Interestingly, while recently there are perhaps signs of membership growth, Burnet (2007) has written about what he terms the failure of Quaker作者: 搜集 時(shí)間: 2025-3-27 02:44 作者: 陰險(xiǎn) 時(shí)間: 2025-3-27 07:13 作者: jeopardize 時(shí)間: 2025-3-27 13:26 作者: 凌辱 時(shí)間: 2025-3-27 16:42 作者: 可卡 時(shí)間: 2025-3-27 19:23 作者: Neonatal 時(shí)間: 2025-3-27 23:48 作者: Notify 時(shí)間: 2025-3-28 03:10 作者: 千篇一律 時(shí)間: 2025-3-28 06:22
more democratic schools, through Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf schools, to Maori and First Nations education in Canada and Palestinian Jewish schools in Israel.978-1-349-37109-9978-0-230-61836-7作者: single 時(shí)間: 2025-3-28 11:57 作者: 偏見 時(shí)間: 2025-3-28 18:00 作者: idiopathic 時(shí)間: 2025-3-28 20:06
The K20 Model for Systemic Educational Change and Sustainability: Addressing Social Justice In Ruray children living in rural areas are even more likely to be poor, with 46 percent of rural African American children and 43 percent of rural Native American children falling into this category (USDA, 2004).作者: abreast 時(shí)間: 2025-3-29 00:24
Democratic Schools in Latin America? Lessons Learned From The Experiences in Nicaragua and Brazil, little participation to citizens in the decision-making process. This peculiar organizational design established autocracy and limited the features of citizen participation that later on became naturalized.作者: 倔強(qiáng)不能 時(shí)間: 2025-3-29 06:26
Reetu Bhattacharjee,Jens Lemanskilture, in Dharamsala, India (www.lowertvc.org), but these are not “alternative” schools in the sense evoked in this volume. Besides the Dharma School, the Shambala School in Halifax, Nova Scotia (www. shambalaschool.org), would be the only other candidate that has come to my notice.作者: Shuttle 時(shí)間: 2025-3-29 08:18 作者: Myocyte 時(shí)間: 2025-3-29 14:03 作者: bacteria 時(shí)間: 2025-3-29 18:06
Montessori and Embodied Education, is important for education because it facilitates student experiences of deep engagement and interest that have been referred to as . (Csikszentmihalyi, 1990). Flow-like experiences, in turn, have been associated with intrinsically motivated learning and talent development (see Csikszentmihalyi, Rathunde and Whalen, 1997).作者: 上漲 時(shí)間: 2025-3-29 21:29 作者: employor 時(shí)間: 2025-3-30 01:56
Jozsef A. Toth,C. Michael Lewis to bear on the thoughts we lay out for the reader in this chapter. Persisting questions guide us: What happens when Indigenous. ways of knowing and being in the world, exemplified in this recognition, come to bear on Eurocentric. forms of education and schooling?作者: 歸功于 時(shí)間: 2025-3-30 06:19 作者: 承認(rèn) 時(shí)間: 2025-3-30 09:29 作者: 過多 時(shí)間: 2025-3-30 13:20 作者: institute 時(shí)間: 2025-3-30 18:35
Book 2000d States were closely involved in this question, yet their respective roles have not received the detailed historical attention which they merit. Based on extensive research in British and American archives, this book will seek to analyse British and US policy on this question within its Cold War co
