標(biāo)題: Titlebook: Critical Pedagogy for Early Childhood and Elementary Educators; Lois McFadyen Christensen,Jerry Aldridge Book 2013 Springer Science+Busine [打印本頁(yè)] 作者: 衰退 時(shí)間: 2025-3-21 18:34
書(shū)目名稱(chēng)Critical Pedagogy for Early Childhood and Elementary Educators影響因子(影響力)
書(shū)目名稱(chēng)Critical Pedagogy for Early Childhood and Elementary Educators影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Critical Pedagogy for Early Childhood and Elementary Educators網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Critical Pedagogy for Early Childhood and Elementary Educators網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Critical Pedagogy for Early Childhood and Elementary Educators被引頻次
書(shū)目名稱(chēng)Critical Pedagogy for Early Childhood and Elementary Educators被引頻次學(xué)科排名
書(shū)目名稱(chēng)Critical Pedagogy for Early Childhood and Elementary Educators年度引用
書(shū)目名稱(chēng)Critical Pedagogy for Early Childhood and Elementary Educators年度引用學(xué)科排名
書(shū)目名稱(chēng)Critical Pedagogy for Early Childhood and Elementary Educators讀者反饋
書(shū)目名稱(chēng)Critical Pedagogy for Early Childhood and Elementary Educators讀者反饋學(xué)科排名
作者: 混雜人 時(shí)間: 2025-3-21 22:36 作者: BOAST 時(shí)間: 2025-3-22 03:08 作者: 戲服 時(shí)間: 2025-3-22 06:35
Book 2013e field of critical pedagogy, the authors discuss the core precepts that inform the classroom practice of critical pedagogues. They move on to discuss how vital these early and elementary years are in forging children’s nascent identities. Other topics covered include discrimination, gender issues, 作者: 組裝 時(shí)間: 2025-3-22 10:16
Book 2013enefiting from the considered views of two veteran teachers of critical pedagogy, the volume is far more than a knowledge-rich resource, offering as it does vital support in applying the tenets of critical pedagogy to classroom practice. Alongside specific examples of teachers engaging in critical p作者: anatomical 時(shí)間: 2025-3-22 13:51 作者: anatomical 時(shí)間: 2025-3-22 18:46 作者: 公理 時(shí)間: 2025-3-22 23:19 作者: 側(cè)面左右 時(shí)間: 2025-3-23 04:45
Identity, each of these questions is a major focus of this chapter. Further, this chapter is about the dynamic and shifting nature of identity. How do early childhood and elementary educators navigate the fluid nature of identity within themselves and their students?作者: instructive 時(shí)間: 2025-3-23 06:13
Gender, Ethnicity, and Disability,to focus on dead, white men as the theorists most considered as important sources for teaching and learning practices. However, the majority of those who interact with children are women, mostly women of color. The importance of gender studies is also highlighted.作者: 確定無(wú)疑 時(shí)間: 2025-3-23 10:28
Looking Back and Moving Forward, still white men. This must change if all voices are heard and incorporated into the conversation about educational change. Not only educators at every level are to engage in praxis, but the youngest of children can be taught to become involved in praxis, becoming active participants and stakeholders in the process.作者: FAST 時(shí)間: 2025-3-23 15:41 作者: Generalize 時(shí)間: 2025-3-23 18:10 作者: 不利 時(shí)間: 2025-3-24 00:58
Bauweisen des Antriebsstranges,ion are also addressed. This chapter was designed to assist educators and children to better understand and develop antidiscriminatory attitudes and practices. Numerous practical suggestions are provided as well as authentic examples from a wide range of classrooms.作者: GET 時(shí)間: 2025-3-24 06:18 作者: 其他 時(shí)間: 2025-3-24 06:50
Wirkmodell modularer Produktstrukturen,blems described. Finally, critical pedagogy as a field sought to eliminate discrimination and inequities, but the body of work that appeared in print had its own esoteric language that was in accessible to the general population. The chapter concludes with a discussion of how this is changing and how educators can participate in this change.作者: Crayon 時(shí)間: 2025-3-24 13:10
Humanimale Emotionen bei Otto Alscher, childhood and elementary educators are encouraged to deconstruct long-held assumptions. What can educators do to make a difference in their classrooms and communities when these three assumptions of critical pedagogy are pervasive in the school systems in which they teach?作者: Biguanides 時(shí)間: 2025-3-24 16:18
Being Critical of Critical Pedagogy,blems described. Finally, critical pedagogy as a field sought to eliminate discrimination and inequities, but the body of work that appeared in print had its own esoteric language that was in accessible to the general population. The chapter concludes with a discussion of how this is changing and how educators can participate in this change.作者: 情愛(ài) 時(shí)間: 2025-3-24 19:06
Assumptions: Where Are We?, childhood and elementary educators are encouraged to deconstruct long-held assumptions. What can educators do to make a difference in their classrooms and communities when these three assumptions of critical pedagogy are pervasive in the school systems in which they teach?作者: opinionated 時(shí)間: 2025-3-25 00:27
Introduction,hooled by an education that was public. Currently, approximately 90 % of school-age youngsters attend public schools in the USA, and since the inception of public education some 150 plus years ago, public school teachers have been the unsung heroes of all what is good in our nation. Without doubt, they are the ultimate public servants.作者: 切碎 時(shí)間: 2025-3-25 06:36 作者: leniency 時(shí)間: 2025-3-25 08:51 作者: 一個(gè)攪動(dòng)不安 時(shí)間: 2025-3-25 12:06
https://doi.org/10.1007/978-3-662-65246-6n educators are encouraged to reflect on teaching and learning practices and to expand their worldview. Also addressed is the vocabulary used in critical pedagogy. Definitions of terms conclude this chapter.作者: 侵害 時(shí)間: 2025-3-25 19:41 作者: 密碼 時(shí)間: 2025-3-25 21:53
https://doi.org/10.1007/978-3-662-65246-6to focus on dead, white men as the theorists most considered as important sources for teaching and learning practices. However, the majority of those who interact with children are women, mostly women of color. The importance of gender studies is also highlighted.作者: 古董 時(shí)間: 2025-3-26 01:48
Werkstoffe als Treiber von Innovationen, still white men. This must change if all voices are heard and incorporated into the conversation about educational change. Not only educators at every level are to engage in praxis, but the youngest of children can be taught to become involved in praxis, becoming active participants and stakeholders in the process.作者: 河潭 時(shí)間: 2025-3-26 07:33 作者: 生命 時(shí)間: 2025-3-26 10:02
What Is Critical Pedagogy?,ass, ethnicity, power, gender, sexual orientation, and nationality. But how do the definitions translate to classroom practice? This chapter offers descriptions about how to rethink assumptions and classroom practices based on what we know about critical pedagogy. Prospective teachers through vetera作者: wangle 時(shí)間: 2025-3-26 14:11
Being Critical of Critical Pedagogy, to move further. Three major criticisms of critical pedagogy dominated the field during its infancy. These included the fact that dead white, Western men wrote much of the literature on critical pedagogy. However, the great majority of those who worked and still work with children in poverty are wo作者: Thyroiditis 時(shí)間: 2025-3-26 18:37 作者: 西瓜 時(shí)間: 2025-3-26 23:18
Identity,identities in order to assist students at every level in developing their own. Teachers are asked to consider the following questions. Who am I? Why am I here? Where am I going? What are the obstacles I face? How can I transcend these obstacles? With whom do I travel? A discussion of how to approach作者: 混亂生活 時(shí)間: 2025-3-27 01:06
Praxis and Critical Pedagogy,entary educators reflect on practice through self-dialogue, among other educators and students. Then, educators and students decide and take action based on reflection and dialogue. Teachers engaged in practice soon realize that praxis requires them to reexamine cherished beliefs and consider altern作者: Pericarditis 時(shí)間: 2025-3-27 06:54
Discrimination,along with other political, social, and economic factors that create discriminatory and inequitable practices. Generational differences in discrimination are also addressed. This chapter was designed to assist educators and children to better understand and develop antidiscriminatory attitudes and p作者: dandruff 時(shí)間: 2025-3-27 10:29
Gender, Ethnicity, and Disability,ender equity in classrooms and in practice. Background information into gender legislation is also presented. The discrimination of women in educational arenas is another major focus of this chapter. Discrimination in teacher education is described in detail. Foundations of education texts continue 作者: IRS 時(shí)間: 2025-3-27 17:28 作者: anachronistic 時(shí)間: 2025-3-27 17:58 作者: Intuitive 時(shí)間: 2025-3-27 23:52 作者: 使尷尬 時(shí)間: 2025-3-28 03:52
Wirkmodell modularer Produktstrukturen,entary educators reflect on practice through self-dialogue, among other educators and students. Then, educators and students decide and take action based on reflection and dialogue. Teachers engaged in practice soon realize that praxis requires them to reexamine cherished beliefs and consider alternative teaching and learning practices.作者: Estimable 時(shí)間: 2025-3-28 09:25 作者: 最有利 時(shí)間: 2025-3-28 13:52 作者: companion 時(shí)間: 2025-3-28 16:43 作者: 橡子 時(shí)間: 2025-3-28 22:47
978-94-007-9433-7Springer Science+Business Media Dordrecht 2013作者: 脆弱帶來(lái) 時(shí)間: 2025-3-29 00:02
Praxis and Critical Pedagogy,entary educators reflect on practice through self-dialogue, among other educators and students. Then, educators and students decide and take action based on reflection and dialogue. Teachers engaged in practice soon realize that praxis requires them to reexamine cherished beliefs and consider alternative teaching and learning practices.作者: Ballad 時(shí)間: 2025-3-29 05:47 作者: 燕麥 時(shí)間: 2025-3-29 07:47 作者: 無(wú)表情 時(shí)間: 2025-3-29 14:44
Wirkmodell modularer Produktstrukturen, to move further. Three major criticisms of critical pedagogy dominated the field during its infancy. These included the fact that dead white, Western men wrote much of the literature on critical pedagogy. However, the great majority of those who worked and still work with children in poverty are wo作者: hauteur 時(shí)間: 2025-3-29 15:38
Humanimale Emotionen bei Otto Alscher,nized and unexamined aspects of these assumptions. Certain forms of knowledge are valued more than others in schools. For example, presently science and math are more valued than music and the arts. Also, school knowledge belongs to a particular group of people. Children and families who do not have作者: 牌帶來(lái) 時(shí)間: 2025-3-29 23:07
https://doi.org/10.1007/978-3-662-65246-6identities in order to assist students at every level in developing their own. Teachers are asked to consider the following questions. Who am I? Why am I here? Where am I going? What are the obstacles I face? How can I transcend these obstacles? With whom do I travel? A discussion of how to approach
