Supporting best practices through teaching as activism:
"This book will significantly contribute to the education profession by delving into the experiences of educators who use best practices through teaching as activism from an asset-based perspective. The book will also highlight teachers' use of social justice as a framework for educating s...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
[2024]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book will significantly contribute to the education profession by delving into the experiences of educators who use best practices through teaching as activism from an asset-based perspective. The book will also highlight teachers' use of social justice as a framework for educating students and situating activism as an essential part of pedagogical practices"-- |
| Beschreibung: | 26 PDFs (362 pages) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9798369305393 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 245 | 0 | 0 | |a Supporting best practices through teaching as activism |c Edited by Natasha Ramsay-Jordan, Andrea Crenshaw. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : |b IGI Global, |c [2024] | |
| 300 | |a 26 PDFs (362 pages) | ||
| 336 | |a text |2 rdacontent | ||
| 337 | |a electronic |2 isbdmedia | ||
| 338 | |a online resource |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Chapter 1. This is us: building awareness and taking action to support activism in educational spaces -- Chapter 2. Public education: good trouble needed in leadership -- Chapter 3. Lessons from Myles Horton and the highlander folk school: cultivating critical empathy through transformational leadership as pedagogy -- Chapter 4. Preservice teachers' implementation of academic language after engaging in literature circles -- Chapter 5. Finding fearlessness: a black professor's quest to develop culturally proficient school leaders -- Chapter 6. Dactivism: debate across the curriculum for teaching as activism -- Chapter 7. Fostering pre-service ESOL teacher candidates' advocacy through the funds of knowledge approach -- Chapter 8. From traditional math students to math advocates: mathematics education as a form of activism -- Chapter 9. My lens my influence -- Chapter 10. Teacher candidates' pledges to social justice in teaching -- Chapter 11. Linguistic justice in teacher education: black English ain't broken -- Chapter 12. Activism in academic writing in the arts: positioning social realities for a critical writing pedagogy -- Chapter 13. Tracing pathways to an intersectional framework for the analysis of social inequalities: an action-research project in higher education -- Chapter 14. Using hypothetical vignettes to engage algebra teachers in discussions on equity in tracking -- Chapter 15. Unveiling the significance of transformative social and emotional learning: empowering agents of social transformation. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a "This book will significantly contribute to the education profession by delving into the experiences of educators who use best practices through teaching as activism from an asset-based perspective. The book will also highlight teachers' use of social justice as a framework for educating students and situating activism as an essential part of pedagogical practices"-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 03/02/2024). | ||
| 650 | 0 | |a Activism. | |
| 650 | 0 | |a Critical pedagogy. | |
| 650 | 0 | |a Social justice and education. | |
| 650 | 0 | |a Social justice |x Study and teaching. | |
| 700 | 1 | |a Crenshaw, Andrea |d 1986- |e editor. | |
| 700 | 1 | |a Ramsay-Jordan, Natasha |d 1975- |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
| 776 | 0 | |c (Original) |w (DLC)2023048626 | |
| 776 | 0 | 8 | |i Print version: |z 9798369305379 |w (DLC) 2023048626 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-98-IGB |q FWS_PDA_IGB |u http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/979-8-3693-0537-9 |3 Volltext |
| 912 | |a ZDB-98-IGB | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-98-IGB-00323185 |
|---|---|
| _version_ | 1816797087594971137 |
| adam_text | |
| any_adam_object | |
| author2 | Crenshaw, Andrea 1986- Ramsay-Jordan, Natasha 1975- |
| author2_role | edt edt |
| author2_variant | a c ac n r j nrj |
| author_facet | Crenshaw, Andrea 1986- Ramsay-Jordan, Natasha 1975- |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
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| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-98-IGB |
| contents | Chapter 1. This is us: building awareness and taking action to support activism in educational spaces -- Chapter 2. Public education: good trouble needed in leadership -- Chapter 3. Lessons from Myles Horton and the highlander folk school: cultivating critical empathy through transformational leadership as pedagogy -- Chapter 4. Preservice teachers' implementation of academic language after engaging in literature circles -- Chapter 5. Finding fearlessness: a black professor's quest to develop culturally proficient school leaders -- Chapter 6. Dactivism: debate across the curriculum for teaching as activism -- Chapter 7. Fostering pre-service ESOL teacher candidates' advocacy through the funds of knowledge approach -- Chapter 8. From traditional math students to math advocates: mathematics education as a form of activism -- Chapter 9. My lens my influence -- Chapter 10. Teacher candidates' pledges to social justice in teaching -- Chapter 11. Linguistic justice in teacher education: black English ain't broken -- Chapter 12. Activism in academic writing in the arts: positioning social realities for a critical writing pedagogy -- Chapter 13. Tracing pathways to an intersectional framework for the analysis of social inequalities: an action-research project in higher education -- Chapter 14. Using hypothetical vignettes to engage algebra teachers in discussions on equity in tracking -- Chapter 15. Unveiling the significance of transformative social and emotional learning: empowering agents of social transformation. |
| ctrlnum | (CaBNVSL)slc00005581 (OCoLC)1424887864 |
| dewey-full | 379.2/60973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379.2/60973 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-98-IGB-00323185 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:52:00Z |
| institution | BVB |
| isbn | 9798369305393 |
| language | English |
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| physical | 26 PDFs (362 pages) Also available in print. |
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| spelling | Supporting best practices through teaching as activism Edited by Natasha Ramsay-Jordan, Andrea Crenshaw. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, [2024] 26 PDFs (362 pages) text rdacontent electronic isbdmedia online resource rdacarrier Includes bibliographical references and index. Chapter 1. This is us: building awareness and taking action to support activism in educational spaces -- Chapter 2. Public education: good trouble needed in leadership -- Chapter 3. Lessons from Myles Horton and the highlander folk school: cultivating critical empathy through transformational leadership as pedagogy -- Chapter 4. Preservice teachers' implementation of academic language after engaging in literature circles -- Chapter 5. Finding fearlessness: a black professor's quest to develop culturally proficient school leaders -- Chapter 6. Dactivism: debate across the curriculum for teaching as activism -- Chapter 7. Fostering pre-service ESOL teacher candidates' advocacy through the funds of knowledge approach -- Chapter 8. From traditional math students to math advocates: mathematics education as a form of activism -- Chapter 9. My lens my influence -- Chapter 10. Teacher candidates' pledges to social justice in teaching -- Chapter 11. Linguistic justice in teacher education: black English ain't broken -- Chapter 12. Activism in academic writing in the arts: positioning social realities for a critical writing pedagogy -- Chapter 13. Tracing pathways to an intersectional framework for the analysis of social inequalities: an action-research project in higher education -- Chapter 14. Using hypothetical vignettes to engage algebra teachers in discussions on equity in tracking -- Chapter 15. Unveiling the significance of transformative social and emotional learning: empowering agents of social transformation. Restricted to subscribers or individual electronic text purchasers. "This book will significantly contribute to the education profession by delving into the experiences of educators who use best practices through teaching as activism from an asset-based perspective. The book will also highlight teachers' use of social justice as a framework for educating students and situating activism as an essential part of pedagogical practices"-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 03/02/2024). Activism. Critical pedagogy. Social justice and education. Social justice Study and teaching. Crenshaw, Andrea 1986- editor. Ramsay-Jordan, Natasha 1975- editor. IGI Global, publisher. (Original) (DLC)2023048626 Print version: 9798369305379 (DLC) 2023048626 FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/979-8-3693-0537-9 Volltext |
| spellingShingle | Supporting best practices through teaching as activism Chapter 1. This is us: building awareness and taking action to support activism in educational spaces -- Chapter 2. Public education: good trouble needed in leadership -- Chapter 3. Lessons from Myles Horton and the highlander folk school: cultivating critical empathy through transformational leadership as pedagogy -- Chapter 4. Preservice teachers' implementation of academic language after engaging in literature circles -- Chapter 5. Finding fearlessness: a black professor's quest to develop culturally proficient school leaders -- Chapter 6. Dactivism: debate across the curriculum for teaching as activism -- Chapter 7. Fostering pre-service ESOL teacher candidates' advocacy through the funds of knowledge approach -- Chapter 8. From traditional math students to math advocates: mathematics education as a form of activism -- Chapter 9. My lens my influence -- Chapter 10. Teacher candidates' pledges to social justice in teaching -- Chapter 11. Linguistic justice in teacher education: black English ain't broken -- Chapter 12. Activism in academic writing in the arts: positioning social realities for a critical writing pedagogy -- Chapter 13. Tracing pathways to an intersectional framework for the analysis of social inequalities: an action-research project in higher education -- Chapter 14. Using hypothetical vignettes to engage algebra teachers in discussions on equity in tracking -- Chapter 15. Unveiling the significance of transformative social and emotional learning: empowering agents of social transformation. Activism. Critical pedagogy. Social justice and education. Social justice Study and teaching. |
| title | Supporting best practices through teaching as activism |
| title_auth | Supporting best practices through teaching as activism |
| title_exact_search | Supporting best practices through teaching as activism |
| title_full | Supporting best practices through teaching as activism Edited by Natasha Ramsay-Jordan, Andrea Crenshaw. |
| title_fullStr | Supporting best practices through teaching as activism Edited by Natasha Ramsay-Jordan, Andrea Crenshaw. |
| title_full_unstemmed | Supporting best practices through teaching as activism Edited by Natasha Ramsay-Jordan, Andrea Crenshaw. |
| title_short | Supporting best practices through teaching as activism |
| title_sort | supporting best practices through teaching as activism |
| topic | Activism. Critical pedagogy. Social justice and education. Social justice Study and teaching. |
| topic_facet | Activism. Critical pedagogy. Social justice and education. Social justice Study and teaching. |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/979-8-3693-0537-9 |
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