Titlebook: Assessing the Evidence in Indigenous Education Research; Implications for Pol Nikki Moodie,Kevin Lowe,Karen Trimmer Book 2023 The Editor(s)

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書目名稱Assessing the Evidence in Indigenous Education Research影響因子(影響力)




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無(wú)瑕疵

Nikki Moodie,Kevin Lowe,Karen TrimmerPresents up-to-date research and evidence-based practice about what has actually been effective in the field.Provides a practical resource for Aboriginal families, communities and educators.Seeks to r

圣人

Postcolonial Studies in Educationhttp://image.papertrans.cn/b/image/163311.jpg

Hemiparesis

https://doi.org/10.1007/978-3-030-27061-2lysed over 13,000 publications on 10 critical issues affecting Aboriginal and Torres Strait Islander students’ experience of schooling. As a result of these reviews, we know what is working well and what isn’t—and what the quality of evidence is. We know that when teachers engage in robust professio

lactic

Recent Advances in Analysis of Food Proteinsthodological work of Petticrew and Roberts (Systematic reviews in the social sciences: A practical guide. Blackwell Publishing, 2006) on systematic reviews in the social sciences and the critical Indigenous research traditions championed by Indigenous scholars such as Linda Tuhiwai Smith, Lester-Ira

Bridle

https://doi.org/10.1007/978-3-030-27061-2 investigates recent studies that identify the positive social, cultural and educational outcomes for Indigenous students who have access to these programs at school. The review found that while Indigenous families were strong advocates for the children’s access to quality language and cultural prog

Glaci冰

強(qiáng)制性

https://doi.org/10.1007/978-1-4684-0748-8ation that have historically existed between teachers and schools, and Indigenous students, families and their local communities. This relationship is both part symptomatic and part causal of the broader and highly complex array of legal and socio-economic issues that underpin the often highly fraug

暫時(shí)別動(dòng)

Forsake

https://doi.org/10.1007/978-3-030-81115-0ols. In the context of a predominantly western curriculum, careful planning and dedicated teaching are not enough to produce good outcomes. The chapter describes how the curriculum is organised in three ways, as a prior body of knowledge, as an approach to teaching this knowledge, and as a promise o