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100   $a20180706d2012      uy             0
101 0 $aeng
135   $aurcn|||||||||
181   $ctxt
182   $cc
183   $acr
200 00$aThinking comprehensively about education $espaces of educative possibility and their implications for public policy /$fedited by Ezekiel Dixon-Roman and Edmund W. Gordon
210  1$aNew York :$cRoutledge,$d2012.
215   $axiii, 271 p
300   $aBibliographic Level Mode of Issuance: Monograph
311   $a0-415-89491-3 
311   $a0-415-89492-1 
320   $aIncludes bibliographical references and index.
327   $aSocial systems and the produced spaces of comprehensively conceived education -- Programmatic and institutional production of spaces of comprehensively conceived education -- Nondominant everyday-spatial practices of comprehensively conceived education -- Toward a public policy agenda on comprehensively conceived education.
330   $a"While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom. Thinking Comprehensively About Education sheds much-needed light on those systems, programs, and practices. This original edited collection identifies and describes the resources that enable optimal human learning and development, and offers a public policy framework that can enable a truly comprehensive educational system"-- Provided by publisher.
606   $aChildren with social disabilities$xEducation$zUnited States
606   $aCommunity and school$zUnited States
606   $aExperiential learning$zUnited States
606   $aNon-formal education$zUnited States
615  0$aChildren with social disabilities$xEducation
615  0$aCommunity and school
615  0$aExperiential learning
615  0$aNon-formal education
676   $a371.38
686   $aEDU000000$2bisacsh
701   $aDixon-Roman$b Ezekiel$01546439
701   $aGordon$b Edmund W$01546440
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910779280703321
996   $aThinking comprehensively about education$93802056
997   $aUNINA