標(biāo)題: Titlebook: Discourses of Globalisation and Education Reforms; Overcoming Discrimin Joseph Zajda Book 2022 Springer Nature Switzerland AG 2022 Achievem [打印本頁] 作者: 貪吃的人 時(shí)間: 2025-3-21 16:57
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書目名稱Discourses of Globalisation and Education Reforms讀者反饋學(xué)科排名
作者: insincerity 時(shí)間: 2025-3-21 22:04 作者: expdient 時(shí)間: 2025-3-22 03:16 作者: Nutrient 時(shí)間: 2025-3-22 08:08
Book 2022ontributes in a very scholarly way, to amore holistic understanding of the nexus between globalisation, comparative education research and education reforms for reducing discrimination. It will be beneficial for a broad spectrum of users, including policy-makers, academics, graduate students, educat作者: –LOUS 時(shí)間: 2025-3-22 12:16 作者: 笨重 時(shí)間: 2025-3-22 15:59
Narrative Research in Organizational Studiesrs are entitled to their own opinions, beliefs and values in the classroom, teachers’ professional responsibility is defined and guided by their designated classroom pedagogy, prescribed curriculum, specific content and its standards (Zajda, 2021a). What I want to argue, using critical discourse ana作者: 笨重 時(shí)間: 2025-3-22 20:39
From Theory to Empirical Researchicy document ., knowledge societies must build on four pillars: freedom of expression; universal access to information and knowledge; respect for cultural and linguistic diversity; and quality education for all (UNESCO, 2013; see also Bindé, 2005).作者: 輕率的你 時(shí)間: 2025-3-22 22:28
No Space for Stories at City School: Or, ires a collective effort of the community, teachers, students and school leaders. Developing effective school leaders in the twenty-first century, in order to implement social justice policies, requires clearly defining key leadership roles and responsibilities for leading and inspiring teachers and作者: 性別 時(shí)間: 2025-3-23 04:28 作者: 熱心 時(shí)間: 2025-3-23 06:40 作者: 愛哭 時(shí)間: 2025-3-23 11:38 作者: Itinerant 時(shí)間: 2025-3-23 15:34
Joseph ZajdaPresents issues in education reforms concerning discourses of discrimination in schools.Provides strategic education policy analysis on‘education, and discourses of discrimination in schools.Offers re作者: 專心 時(shí)間: 2025-3-23 18:55 作者: GRAZE 時(shí)間: 2025-3-24 01:41
Anna Filipi,Binh Thanh Ta,Maryanne Theobald and social justice for all, as they define human rights and the current nature and directions of discrimination discourses. In the USA, the myth of equality of opportunity and the ‘fading of the American Dream’ was already analyzed by Bowles & Gintis (1976), in their famous book .. The authors beli作者: transient-pain 時(shí)間: 2025-3-24 05:59
https://doi.org/10.1007/978-3-531-19783-8mine the concepts of ‘language discrimination’ and ‘linguistic discrimination’. We can define linguistic discrimination as an unfair treatment of individuals’ language and accents, based on the use of language and patterns of speech, such as a specific accent, size of vocabulary, grammar, and syntax作者: Generic-Drug 時(shí)間: 2025-3-24 07:03
https://doi.org/10.1007/978-3-531-19783-8gender inequality in education globally, as yet another enduring dimension of social stratification and division of power, domination, and control. In many ways, it reflects the existing and entrenched ubiquitous patriarchy. Greater gender equality, according to OECD (2019a, b) is not just a ‘moral 作者: DEI 時(shí)間: 2025-3-24 13:55
Sozialkonstruktionistische Sichtenthe labels they use to distinguish between high performing and low performing students, and their expectations and prediction of their students’ performance abilities and academic achievement in the classroom. According Heckman (2000), the winner of the Nobel Memorial Prize in Economics, schools ten作者: 混亂生活 時(shí)間: 2025-3-24 14:58 作者: dandruff 時(shí)間: 2025-3-24 21:21
From Theory to Empirical Researchby referring to doing, as the best form of learning, evokes the idea of experiential learning, the corner stone of constructivist theory of learning, and its relevance to the current twenty-first century learning paradigm of the Knowledge Society. The twenty-first century, affected by ubiquitous inf作者: 金桌活畫面 時(shí)間: 2025-3-25 00:27
https://doi.org/10.1057/9780230271753al inequality, result in discriminations, discriminatory practices and social injustice. Discriminations, which produce inequalities, are defined and maintained by the existing structural-functionalist paradigm of power, domination, and control of socially valued commodities, such as power, occupati作者: 縱火 時(shí)間: 2025-3-25 04:05 作者: 兇猛 時(shí)間: 2025-3-25 08:30 作者: Supplement 時(shí)間: 2025-3-25 13:27 作者: 燈泡 時(shí)間: 2025-3-25 19:15 作者: CHARM 時(shí)間: 2025-3-25 21:42
Discourses of Language Discrimination from a Critical Theory Perspective,mine the concepts of ‘language discrimination’ and ‘linguistic discrimination’. We can define linguistic discrimination as an unfair treatment of individuals’ language and accents, based on the use of language and patterns of speech, such as a specific accent, size of vocabulary, grammar, and syntax作者: Palpable 時(shí)間: 2025-3-26 02:36
Discourses of Gender Inequality in Education,gender inequality in education globally, as yet another enduring dimension of social stratification and division of power, domination, and control. In many ways, it reflects the existing and entrenched ubiquitous patriarchy. Greater gender equality, according to OECD (2019a, b) is not just a ‘moral 作者: Benzodiazepines 時(shí)間: 2025-3-26 05:18 作者: NADIR 時(shí)間: 2025-3-26 08:42 作者: MOTIF 時(shí)間: 2025-3-26 13:12
The Use of Constructivist Pedagogies and Inquiry Based Learning to Overcome Discrimination,by referring to doing, as the best form of learning, evokes the idea of experiential learning, the corner stone of constructivist theory of learning, and its relevance to the current twenty-first century learning paradigm of the Knowledge Society. The twenty-first century, affected by ubiquitous inf作者: Demulcent 時(shí)間: 2025-3-26 19:58 作者: 微不足道 時(shí)間: 2025-3-26 22:16
Transforming Schools to Overcome Discriminations and Discriminatory Practices,the ecology of the classroom, by establishing an inclusive, engaging, equitable and motivational atmosphere, where all students feel they belong, and where they learn together in a safe and peaceful environment. By focusing on the power and the role of language used by educational leaders and classr作者: SPER 時(shí)間: 2025-3-27 01:39
Academic Achievement Discrimination and Self-Fulfilling Prophecy in Schools,rmance abilities and academic achievement in the classroom. According Heckman (2000), the winner of the Nobel Memorial Prize in Economics, schools tend to foster and promote ‘personality traits that are highly valued in society’, and ignoring equally relevant other students’ characteristics:作者: 最高點(diǎn) 時(shí)間: 2025-3-27 08:41
https://doi.org/10.1057/9780230271753on, class, status, income, wealth, and education. Critical theory and critical discourse analysis remains a central theoretical and analytical framework in research for critical analysis of inequality, human rights, and social justice, which are all relevant to discourses of discriminations.作者: 百科全書 時(shí)間: 2025-3-27 10:06
Anna Filipi,Binh Thanh Ta,Maryanne Theobaldat cultural, economic and social capital, have contributed to the inequality globally, Bowles & Gintis (1976) suggested that schools continued to reproduce social and economic class inequality. This idea is particularly relevant to the role and significance of class and socio-economic-status (SES) in discourses of discrimination globally.作者: 瘙癢 時(shí)間: 2025-3-27 17:19 作者: 吸引力 時(shí)間: 2025-3-27 20:33
Book 2022ing the future directions that education and policy reforms could take, in order to promote equality, social justice, and access to quality of education for all..The chapters offer a timely analysis of current issues affecting schooling and strategies for creating effective learning environments glo作者: negotiable 時(shí)間: 2025-3-27 22:17
Discourses of Globalisation and Education Reforms: Overcoming Discrimination,on, class, status, income, wealth, and education. Critical theory and critical discourse analysis remains a central theoretical and analytical framework in research for critical analysis of inequality, human rights, and social justice, which are all relevant to discourses of discriminations.作者: 含糊其辭 時(shí)間: 2025-3-28 03:46 作者: 大量殺死 時(shí)間: 2025-3-28 10:19
https://doi.org/10.1007/978-3-531-19783-8ions. Creating conditions and opportunities for gender equality is central to the 2030 Agenda for Sustainable Development. OECD’s work in support of the 2030 Agenda includes the updating and further development of the Social Institutions and Gender Index (SIGI):作者: 利用 時(shí)間: 2025-3-28 13:33 作者: 吸引人的花招 時(shí)間: 2025-3-28 16:05
Discourses of Gender Inequality in Education,ions. Creating conditions and opportunities for gender equality is central to the 2030 Agenda for Sustainable Development. OECD’s work in support of the 2030 Agenda includes the updating and further development of the Social Institutions and Gender Index (SIGI):作者: 袖章 時(shí)間: 2025-3-28 20:48
2543-0564 ation, and discourses of discrimination in schools.Offers reThis book focuses on discourses of effective learning environments globally for reducing discrimination in schools. It offers innovative ideas concerning the future directions that education and policy reforms could take, in order to promot作者: 你敢命令 時(shí)間: 2025-3-29 00:39
Sozialkonstruktionistische Sichtenrmance abilities and academic achievement in the classroom. According Heckman (2000), the winner of the Nobel Memorial Prize in Economics, schools tend to foster and promote ‘personality traits that are highly valued in society’, and ignoring equally relevant other students’ characteristics:作者: Hemoptysis 時(shí)間: 2025-3-29 05:58 作者: surmount 時(shí)間: 2025-3-29 07:42 作者: GAVEL 時(shí)間: 2025-3-29 14:42
,?tiologie des Diabetes mellitus,In ?ffentlichen Debatten des 21. Jahrhunderts ist das Stichwort ?Hass‘ au?ergew?hnlich pr?sent. Das spricht nicht nur für eine angespannte, mit Populismen angereicherte politische Situation, sondern auch für eine sich immer mehr spaltende Gesellschaft.
