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How can education become a transformative experience for all
learners and teachers? The contributors to this volume contend that
the Scholarship of Teaching and Learning (SoTL) can provide a
strong foundation for the role of education in promoting social
justice. The collection features contributions by an array of
educators and scholars, highlighting the various ways that learners
and teachers can prepare for and engage with social justice
concerns. The essays offer reflections on the value of SoTL in
relation to educational ethics, marginalized groups, community
service and activism, counter narratives, and a range of classroom
practices. Although the contributors work in a variety of
disciplines and employ different theoretical frameworks, they are
united by the conviction that education should improve our lives by
promoting equity and social justice.
The advent of the COVID-19 pandemic has heightened awareness of the
need for social emotional learning throughout all educational
contexts. Given this, schools, most often P-12 settings, have begun
to embrace practices for addressing social emotional learning.
While there is a growing body of research and literature on common
practices of social emotional learning, there is no standard for
its implementation. Exploring Social Emotional Learning in Diverse
Academic Settings highlights unique and varied approaches to
addressing social emotional learning and wellbeing in educational
settings. It features a broad perspective on the topic, presenting
approaches from a range of educational locations and contexts.
Covering topics such as personal empowerment, academic challenges,
and teacher stress, this premier reference source is an excellent
resource for administrators and educators of both P-12 and higher
education, school counselors, government officials, pre-service
teachers, teacher educators, librarians, researchers, and
academicians.
The advent of the COVID-19 pandemic has heightened awareness of the
need for social emotional learning throughout all educational
contexts. Given this, schools, most often P-12 settings, have begun
to embrace practices for addressing social emotional learning.
While there is a growing body of research and literature on common
practices of social emotional learning, there is no standard for
its implementation. Exploring Social Emotional Learning in Diverse
Academic Settings highlights unique and varied approaches to
addressing social emotional learning and wellbeing in educational
settings. It features a broad perspective on the topic, presenting
approaches from a range of educational locations and contexts.
Covering topics such as personal empowerment, academic challenges,
and teacher stress, this premier reference source is an excellent
resource for administrators and educators of both P-12 and higher
education, school counselors, government officials, pre-service
teachers, teacher educators, librarians, researchers, and
academicians.
How can education become a transformative experience for all
learners and teachers? The contributors to this volume contend that
the Scholarship of Teaching and Learning (SoTL) can provide a
strong foundation for the role of education in promoting social
justice. The collection features contributions by an array of
educators and scholars, highlighting the various ways that learners
and teachers can prepare for and engage with social justice
concerns. The essays offer reflections on the value of SoTL in
relation to educational ethics, marginalized groups, community
service and activism, counter narratives, and a range of classroom
practices. Although the contributors work in a variety of
disciplines and employ different theoretical frameworks, they are
united by the conviction that education should improve our lives by
promoting equity and social justice.
Pervasive Vulnerabilities explores the beliefs, attitudes, and
behaviors of adolescent girls and boys and female teachers in order
to expose the continuing persistence of sexual harassment in the
United States. The book addresses the sexual double standard that
continues to hold girls and women accountable for male sexual
aggression, and demonstrates that this double standard still
dismisses males who harass young women with a cavalier "boys will
be boys" attitude, while castigating young women if they express an
interest in sexual expression. It discusses issues of sexual
harassment through four domains: its impact on women's lives,
sometimes long after high school; the perceptions of teachers who
interact with adolescents; the experiences of young girls in middle
and high school; and the behaviors and attitudes of young men in
middle and high school. This book is critical reading for all
pre-service and in-service teachers and is indispensable in
classrooms devoted to the topic.
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