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Titlebook: Cultures of Social Justice Leadership; An Intercultural Con Pamela S. Angelle,Deirdre Torrance Book 2019 The Editor(s) (if applicable) and

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發(fā)表于 2025-3-23 13:29:01 | 只看該作者
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發(fā)表于 2025-3-23 15:53:37 | 只看該作者
Individual Lives and Social Histories, of them are large in population terms (The USA and India), one is small geographically and demographically (Wales). The small-scale research carried out attempted to identify whether the nationally generated (macro-level) social justice policies were able to be applied effectively at institutional (micro) level.
13#
發(fā)表于 2025-3-23 19:02:32 | 只看該作者
Social Justice Leadership for Academic, Organisational and Community Sustainability in High-Needs Sal team in the ISSPP to look exclusively at high-needs schools (HNS). This focus was due to the fact that while they are often the most in need of improvement, such schools are the most challenging in terms of school improvement initiatives in the US. (Details about the ISSPP can be found at: ..)
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發(fā)表于 2025-3-24 00:42:35 | 只看該作者
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發(fā)表于 2025-3-24 05:18:31 | 只看該作者
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發(fā)表于 2025-3-24 10:13:30 | 只看該作者
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發(fā)表于 2025-3-24 13:25:06 | 只看該作者
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發(fā)表于 2025-3-24 15:54:59 | 只看該作者
Leadership for Social Justice: Intercultural Studies in Mexico, United States of America, and Spainors relating to family and/or social environment. This is particularly important since, according to PISA results, it is estimated that 35–50% of the total variance in academic performance can be related to family and social environment (INEE .).
19#
發(fā)表于 2025-3-24 19:36:14 | 只看該作者
The Significance of Context in the Enactment of Social Justice,Torrance and Forde 2017a). Research that explores social justice leadership simultaneously, rather than contrasted against it, as well as investigations that examine the role of context in relation to leadership for social justice is placed on an international scale and highlighted here.
20#
發(fā)表于 2025-3-25 00:04:31 | 只看該作者
Identifying the needs of a target groupn and its application in leadership practice require deeper understanding, especially when discussing the relevance of these approaches in the school’s cultural-social context (Oplatka and Arar 2016).
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