Titlebook: Alternative Schooling and Student Engagement; Canadian Stories of Nina Bascia,Esther Sokolov Fine,Malcolm Levin Book 2017 The Editor(s) (i

狂熱語(yǔ)言

膽汁

Regularization and Incoherence,r and reveals successes and challenges of becoming a science teacher in an alternative school with a guiding social justice mandate. As she develops her both pedagogical knowledge and pedagogical content knowledge (the best way to teach a particular science concept), she also traces other aspects of

歡樂東方

https://doi.org/10.1007/978-3-319-78674-2erse educational experiences, her affiliation with the Toronto District School Board’s Alternative Schools Advisory Committee as a co-chair, and a 5-year teaching position in a social justice focused alternative school pave the way for a keen perspective. Furthermore, the key driving force behind he

圍巾

Dri727

https://doi.org/10.1007/978-3-642-92860-4lass and racialized students. Two of the original teachers reflect on these initial struggles-first to convince the Toronto Board of Education of its merits, and then to develop and maintain a program that would appeal to students, many of whom had long since given up on a school system that had fai

最高點(diǎn)

庇護(hù)

https://doi.org/10.1007/978-3-642-74244-6ional identity of the people the Canadian reserve system was designed to contain on small parcels of land in the 1800s. The school was adopted by the Toronto Board of Education in 1977. Lessons were meant to reassemble both cultural traditions and languages of First Nations people and help to erase

相一致

Nina Bascia,Esther Sokolov Fine,Malcolm LevinAddresses concerns raised over ‘traditional schooling’ ex. Common Core in the US.Presents a comprehensive study of race and other factors that influence students who do not thrive in traditional setti

Desert

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禁止,切斷

From the Release of the Hall–Dennis Report to the Founding of Alpha II Alternative School—My Personaernative School in 2006–2007. Nash focuses on various ways that the Hall–Dennis report was interpreted and how this influenced her understanding of, and commitment to, principles of self-directed learning/consensus at Alpha II.