Being Reflexive in Critical and Social Educational Research, Shacklock, Geoffrey

Автор: Hargreaves Andy, Shirley Dennis
Название: Well-Being in Schools: Three Forces That Will Uplift Your Students in a Volatile World
ISBN: 1416630724 ISBN-13(EAN): 9781416630722
Издательство: Gazelle Book Services
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Цена: 31220.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This timely resource for teachers, leaders, and policymakers provides breakthrough insights into how to improve students' well-being in schools. Even before the COVID-19 pandemic, students' well-being was an increasingly prominent concern among educators, as issues related to mental health, global crises, and social media became impossible to ignore. But what, exactly, is well-being? What does it look like, why is it so important, and what can school systems do to promote it? How does it relate to student achievement and social and emotional learning?World-renowned education experts Andy Hargreaves and Dennis Shirley answer these questions and more in this in-depth exploration of the underlying ideas and research findings related to well-being, coupled with examples of policies and implementations from around the globe.

The authors make the case for putting well-being ahead of other priorities, such as scores on high-stakes assessments, and explain the three powerful forces that educators can leverage to set up effective well-being policy and practice: prosperity for all, ethical technology use, and restorative nature. Inspiring, thoughtful, and provocative, Well-Being in Schools: Three Forces That Will Uplift Your Students in a Volatile World offers hope in a time of unprecedented challenges. Looking within and beyond the classroom, it charts a path toward a lofty but achievable goal: improved well-being not only for students but also for society as a whole.

Автор: Luttrell, Wendy
Название: Qualitative Educational Research
ISBN: 0415957966 ISBN-13(EAN): 9780415957960
Издательство: Taylor&Francis
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Цена: 56130.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.

Автор: Luttrell, Wendy
Название: Qualitative Educational Research
ISBN: 0415957958 ISBN-13(EAN): 9780415957953
Издательство: Taylor&Francis
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Цена: 183750.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.

Автор: Aull Davies, Charlotte
Название: Reflexive Ethnography
ISBN: 0415409020 ISBN-13(EAN): 9780415409025
Издательство: Taylor&Francis
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Цена: 148010.00 T
Наличие на складе: Нет в наличии.

Название: Systemic inquiry
ISBN: 0993072305 ISBN-13(EAN): 9780993072307
Издательство: Неизвестно
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Цена: 38200.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.

Автор: Kearney Amanda, Bradley John
Название: Reflexive Ethnographic Practice: Three Generations of Social Researchers in One Place
ISBN: 3030349004 ISBN-13(EAN): 9783030349004
Издательство: Springer
Цена: 111790.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In six discrete chapters, the authors reveal the complexities that run through these relationships, considering how any one of us builds knowledge, shares knowledge, how we encounter different and new knowledge, and how well we are positioned to understand the lived experiences of others, whilst making ourselves fully available to personal change.

Автор: Aull Davies, Charlotte Davies, Charlotte Aull (university Of Wales, Swansea, Uk)
Название: Reflexive ethnography
ISBN: 0415409012 ISBN-13(EAN): 9780415409018
Издательство: Taylor&Francis
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Цена: 43890.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Reflexive Ethnography provides a practical and comprehensive guide to ethnographic research methods which fully engages with the significant issues of modernism/postmodernism, subjectivity/objectivity and self/other.

Автор: Robert J. Sternberg, Diane F. Halpern
Название: Critical thinking in psychology
ISBN: 1108497152 ISBN-13(EAN): 9781108497152
Издательство: Cambridge Academ
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Цена: 116160.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book shows students and researchers in psychology how to think critically about experimental research, statistical inference, case studies, and ethical judgments. Each chapter explains what critical thinking is and how to teach and assess it by supplying useful features, such as critical-thinking questions and definitions of key terms.

Автор: Mark Abendroth, Brad J. Porfilio, Marc Pruyn, Derek R. Ford
Название: Understanding Neoliberal Rule in K-12 Schools: Educational Fronts for Local and Global Justice
ISBN: 1681231239 ISBN-13(EAN): 9781681231235
Издательство: Mare Nostrum (Eurospan)
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Цена: 94250.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Explores how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between K-12 schools and communities. Also examined is how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery.

Автор: Spratt Jennifer
Название: Wellbeing, Equity and Education: A Critical Analysis of Policy Discourses of Wellbeing in Schools
ISBN: 3319843095 ISBN-13(EAN): 9783319843094
Издательство: Springer
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Цена: 111790.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book critically examines multiple discourses of wellbeing in relation to the composite aims of schooling. Arguing that educational discourses have been overshadowed by discourses of other groups, the book examines the political and ideological policy aims that can be supported by different discourses of wellbeing.

Автор: Elizabeth Mendoza, Ben Kirshner, Kris D. Gutierrez
Название: Power, Equity and (Re)Design: Bridging Learning and Critical Theories in Learning Ecologies for Youth
ISBN: 1641131780 ISBN-13(EAN): 9781641131780
Издательство: Mare Nostrum (Eurospan)
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Цена: 50820.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth. Each of the chapters provides a case study of a project and discusses underlying theories and behind-the-scenes accounts of implementation and lessons learned. The group of contributors represent emerging scholars who are leading voices working at the intersections of theory and practice for educational equity.Chapters in this volume take up themes of power and equity in the design and redesign of learning opportunities for young people. The chapters show variation in the kinds of learning--from complex ecologies spanning multiple institutions and age groups to specific classroom or after-school spaces. Chapters also vary in the focal ages of participants. Although most discuss experiences of young people between the ages of 12-25, some also explore the learning of elementary age youth. All of the chapters make the authors--who were researchers, designers, teachers, and facilitators--part of the narrative and process of learning. We are especially thankful that the authors of these chapters invite the reader into their thinking process and the tensions and contradictions that emerged as they sought to catalyze transformative learning spaces.

Автор: Margaret Macintyre Latta, Susan Wunder
Название: Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate
ISBN: 1617357383 ISBN-13(EAN): 9781617357381
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 94250.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: <p>Rethinking the Education Doctorate so that practitioner knowledge is at the centre of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholar-practitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical means-ends “what works” questions alone, and open into normative and political questions about educational value and professional action. </p> <p>In documenting the largest, most co-ordinated effort to rethink the educational doctorate in a century of such efforts, this book will interest teacher educators and programs engaged in pre-service and graduate level teacher education, practising K-16 teachers, and education policy/practice interest groups and individuals. Illustrating a policy development method that is neither topdown nor necessarily ‘grass roots’, it also invites the interest of other educational sectors. Additionally, as CPED implementation contexts value interdisciplinarity, multiple methodological perspectives, and interactions and deliberations across interests, the lived consequences and significance's of doing so are mapped out and, as such, hold much potential for policy/practice intersections within manifold education settings, and beyond, to settings of all kinds invested in the primacy of practitioner knowledge. Thus, a core goal of this volume is to broach these considerations with a broad readership. </p>