| ISBN |
1668463865 (hardcover)
|
| ISBN13桁 |
9781668463864 (hardcover)
|
| 無効なISBN等 |
9781668463871 (ebook)
|
| テキストの言語 |
英語
|
| 分類：NDC10版 |
371.3
|
| 本タイトル |
Social justice and culturally-affirming education in K-12 settings /
|
| 著者名 |
[edited by] Jonathan Chitiyo, Zachary Pietrantoni.
|
| 出版地・頒布地 |
Hershey, PA :
|
| 出版者・頒布者名 |
IGI Global,
|
| 出版年・頒布年 |
[2023],
|
| 数量 |
xix, 394 pages :
|
| 他の形態的事項 |
illlustrations ;
|
| 大きさ |
29 cm.
|
| 一般注記 |
"Premier reference source" -- Cover.
|
| 書誌注記 |
Includes bibliographical references and index.
|
| 内容注記 |
Educating Racially, Culturally, and Linguistically Diverse Children in a Global Era: The World at Home and at Home in the World / Kim H. Song, Shea N. Kerkhoff, Alina Slapac -- Moving Towards Equity: Supporting Transgender and Gender-Diverse People in Education / Matthew D. Rice -- Improving Access and Advancing Equity: A Reconsideration of Barriers and Solutions to Multilingual Learner Access to Gifted Programs / Lori Leibowitz, Leanne Howell, Nicholas R. Werse -- Duoethnographic Perspective on Supporting Students of Refugee Background in Middle School / Antoinette Gagné, Thursica Kovinthan Levi -- The Social Exclusion Problems of Children Under Protection in School Life / Selvinaz Saçan, Serap Öztürk -- Enhancing Social Justice via Equity-Based Multi-Tiered Systems of Support / Elizabeth D. Cramer, Sharde Theodore, Aniva Lumpkins, Chauntea S. Cummings, Helen Rose Flores -- Strategies for Achieving Equity-Based Education: Towards an Equitable Education System / Lwazi Sibanda -- The State of Inclusive Education in Secondary Schools in Zimbabwe Decades After Independence and the Salamanga Declaration / Edson Nyasha Muresherwa, Loyiso C. Jita -- Inclusive Pedagogies and Social Justice for Transforming Teaching and Learning in South African Classrooms: Inclusive Pedagogies in Education / Matshidiso Joyce Taole -- A Systematic Review of the Literature on the Problems and Suggestions for Inclusive Education in Turkey / Ismail Hakki Mirici, Özge Gümüş, Burcu Şentürk -- Bringing the Margins to the Forefront: Exploring Social Justice and Identity With Preservice Teachers / Deborah Bruns, Heidi R. Bacon -- Diversity in the Classroom: How Teacher Perceptions and Teacher-Child Interactions Matter / Derya Ası, Tracey Joyce -- Teacher Identity and Language Ideology via Critical Pedagogy / Juland Dayo Salayo, Merry Ruth M. Gutierrez -- Teachers' Commodified Relationships With Racial Justice Through Professional Development / Lena Shulyakovskaya, Arlo Kempf -- Hiring Practices for Teachers From Underrepresented Backgrounds / William Clark.
|
| 要約、抄録、注釈等 |
"The purpose of this edited book is to bring together social scientists, scholars and other education practitioners to write chapters about social justice and inclusive education issues in k-12 settings. Chapters will provide an in-depth analysis of the factors that affect the education of marginalized populations, educational legislation, inclusive education, special education, and models or frameworks that deal with social justice and inclusive education"-- Provided by publisher.
|
| 著者標目 |
Chitiyo, Jonathan,
1985-
Pietrantoni, Zachary,
1985-
|
| シリーズ名・巻次 |
Advances in Early Childhood and K-12 Education (AECKE) book series, |
| 一般件名 |
Social justice and education -- Case studies.
Inclusive education -- Case studies. |
| 資料情報1 |
『Social justice and culturally-affirming education in K-12 settings /』（Advances in Early Childhood and K-12 Education (AECKE) book series,） [edited by] Jonathan Chitiyo, Zachary Pietrantoni. IGI Global, [2023],
（所蔵館：中央
請求記号：DF/371.3/S67/S3
資料コード：7116955793）
|
| URL |
https://catalog.library.metro.tokyo.lg.jp/winj/opac/switch-detail.do?lang=ja&bibid=1352061882 |
