標(biāo)題: Titlebook: Handbook of Social Justice Interventions in Education; Carol A. Mullen Reference work 2021 Springer Nature Switzerland AG 2021 Interventio [打印本頁] 作者: 清楚明確 時(shí)間: 2025-3-21 16:37
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書目名稱Handbook of Social Justice Interventions in Education讀者反饋
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作者: 全面 時(shí)間: 2025-3-21 20:18 作者: 辯論的終結(jié) 時(shí)間: 2025-3-22 02:29
ons from various disciplines.Over the last four decades the sociological life course approach with its focus on the interplay of structure and agency over time life course perspective has become an important research perspective in the social sciences. Yet, while it has successfully been applied to 作者: DEVIL 時(shí)間: 2025-3-22 05:35 作者: 聯(lián)想記憶 時(shí)間: 2025-3-22 12:13 作者: Ige326 時(shí)間: 2025-3-22 15:59 作者: 前兆 時(shí)間: 2025-3-22 21:02 作者: 全等 時(shí)間: 2025-3-22 21:45 作者: rheumatism 時(shí)間: 2025-3-23 04:37 作者: ciliary-body 時(shí)間: 2025-3-23 07:26 作者: savage 時(shí)間: 2025-3-23 13:13 作者: 使苦惱 時(shí)間: 2025-3-23 17:21
Zorka Karanxha,Michael R. P. Bailey,Marsha Henry-Lewisons from various disciplines.Over the last four decades the sociological life course approach with its focus on the interplay of structure and agency over time life course perspective has become an important research perspective in the social sciences. Yet, while it has successfully been applied to 作者: Mendacious 時(shí)間: 2025-3-23 20:43 作者: CRANK 時(shí)間: 2025-3-23 23:21 作者: 導(dǎo)師 時(shí)間: 2025-3-24 04:43 作者: 染色體 時(shí)間: 2025-3-24 08:45 作者: Frequency-Range 時(shí)間: 2025-3-24 14:10 作者: Herpetologist 時(shí)間: 2025-3-24 15:08 作者: GUMP 時(shí)間: 2025-3-24 22:04 作者: 沙草紙 時(shí)間: 2025-3-25 00:03
Introduction to the Collection,onent of social justice that transcends general ethical precepts. From around the globe, the contributors present contemporary social justice interventions in education. To cover the field comprehensively, the book is subdivided into five parts. Part I (general background) frames and appraises the s作者: INCUR 時(shí)間: 2025-3-25 04:23 作者: 贊成你 時(shí)間: 2025-3-25 07:38
Inclusion as Social Justice: Nancy Fraser’s Theory in the South African Contextucational reforms in most nations. While inclusion and social justice policies are now prevalent in many countries, these concepts bear discussion because they remain elusive and thus subject to numerous interpretations. This chapter reports on conceptualizations of inclusion and social justice in t作者: magnate 時(shí)間: 2025-3-25 13:59
Defining Social Justice in Educationcognition, diversity, inclusion, and antibias are among the main concepts that constitute how scholars think about, and educators practice, social justice in their work. Although conceptualizing social justice and the ways social justice looks in the field do not always align, they do inform each ot作者: Melanoma 時(shí)間: 2025-3-25 16:10
Still Searching for Leadership in Educational Leadershipof barriers in implementing anything approaching deep curricular change. This chapter examines specific barriers to whole-scale social justice interventions and illustrates through a postmodern lens why it has been difficult to implement much more than microlevel interventions. Higher education prog作者: 壯觀的游行 時(shí)間: 2025-3-25 22:16
Transforming Schoolsive, equitable, excellent, and socially just. The first section describes the origins, premises, and tenets of transformative leadership theory. Then, using a lengthy vignette from a small American high school, the chapter demonstrates how a school leader, guided by TLT, has actually implemented tra作者: Morose 時(shí)間: 2025-3-26 01:24 作者: defray 時(shí)間: 2025-3-26 08:18
Peer Equity Coaching: Socially Just, Transformative Adult Learningen students of color and teachers that has a subsequent influence on students’ learning. This is, in part, due to limited acknowledgment of implicit bias, discomfort/avoidance, or systemic racism. This qualitative case study examines one effort to moderate these effects, a peer equity coaching initi作者: 肌肉 時(shí)間: 2025-3-26 11:34 作者: escalate 時(shí)間: 2025-3-26 14:01 作者: DAMN 時(shí)間: 2025-3-26 18:53 作者: Glutinous 時(shí)間: 2025-3-26 22:37 作者: 離開 時(shí)間: 2025-3-27 01:46 作者: 條街道往前推 時(shí)間: 2025-3-27 07:14
Indigenous Women Educational Leaders Decolonizing Schoolsion, the chapter demonstrates how an ongoing relationship stemming from Indigenous self-governance has allowed the Mi’kmaw community in Nova Scotia, Canada, to work with St. Francis Xavier University (StFX) to build capacity that supports Indigenous women’s leadership. Employing a decolonizing resea作者: 施舍 時(shí)間: 2025-3-27 12:19
Rethinking Family and Community Leadership from a Distributed Perspective leadership through its connections to families and communities have often leaned on traditional notions of parent involvement in contrast to the ideas of equitable collaboration and authentic partnerships. The latter strives to address existing power differentials in schools through having traditio作者: Inflamed 時(shí)間: 2025-3-27 16:27 作者: 興奮過度 時(shí)間: 2025-3-27 18:04 作者: 最低點(diǎn) 時(shí)間: 2025-3-27 22:58
Principals’ Responsibility for Helping Impoverished Students Succeed in Rural Appalachiaevement and overall success. This study contributes to research on school–family partnerships from the instructional leader’s experiential viewpoint. The particular attention given to rural Appalachia may have value beyond this geographic region for other ruralities challenged by poverty.作者: Gnrh670 時(shí)間: 2025-3-28 02:32 作者: 混合物 時(shí)間: 2025-3-28 08:22
Transforming Schoolsormative, and transformative theory in overcoming historical norms of hegemony and dominance that continue to advantage some and marginalize others. The conclusion posits that transformative leadership theory offers a comprehensive, yet flexible, approach to action that can lead to transformation in multiple contexts.作者: mydriatic 時(shí)間: 2025-3-28 11:54 作者: 強(qiáng)所 時(shí)間: 2025-3-28 17:17
Reference work 2021s to higher education and in mainstream and alternative, formal and informal settings. Researchers from across academic disciplines and different countries describe implementable social justice work underway in learning environments—organizations, programs, classrooms, communities, etc. Robust, dyna作者: staging 時(shí)間: 2025-3-28 21:47
Carol A. MullenOffers sustained attention on social justice interventions in real-world settings.Enriches the different international perspectives on interventionist frameworks, models, programs, pedagogies, curricu作者: 慢跑 時(shí)間: 2025-3-29 00:48
Springer International Handbooks of Educationhttp://image.papertrans.cn/h/image/422180.jpg作者: 運(yùn)動吧 時(shí)間: 2025-3-29 07:02 作者: myalgia 時(shí)間: 2025-3-29 08:14 作者: 沖突 時(shí)間: 2025-3-29 11:29
Springer Nature Switzerland AG 2021作者: 慷慨援助 時(shí)間: 2025-3-29 16:06 作者: wreathe 時(shí)間: 2025-3-29 23:24
Reference work 2021ty.? To cover the field comprehensively the subject (i.e., social justice education and leadership) is subdivided into four sections. Part 1 (background) provides a general background of current social justice literature. Part II (schools) addresses interventions and explorations in preK-12 schools.作者: 生氣的邊緣 時(shí)間: 2025-3-30 03:32
Carol A. Mullenon census data and survey material as well as qualitative studies based on interviews. Attention is paid to the life courses of those who migrated themselves as well as their off978-94-007-9482-5978-94-007-1545-5作者: 星球的光亮度 時(shí)間: 2025-3-30 05:38
on census data and survey material as well as qualitative studies based on interviews. Attention is paid to the life courses of those who migrated themselves as well as their off978-94-007-9482-5978-94-007-1545-5作者: BATE 時(shí)間: 2025-3-30 10:06 作者: 加入 時(shí)間: 2025-3-30 14:56 作者: Implicit 時(shí)間: 2025-3-30 17:47 作者: 單調(diào)性 時(shí)間: 2025-3-30 22:37 作者: ENNUI 時(shí)間: 2025-3-31 04:47 作者: Spangle 時(shí)間: 2025-3-31 07:23
