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Biblioteca

MARC Lista (tabellare)
Academic Pipeline Programs : Diversifying Pathways from the Bachelor's to the Professoriate / / Curtis D. Byrd and Rihana S. Mason
Academic Pipeline Programs : Diversifying Pathways from the Bachelor's to the Professoriate / / Curtis D. Byrd and Rihana S. Mason
Autore Byrd Curtis D.
Pubbl/distr/stampa Lever Press, 2021
Descrizione fisica 1 online resource (1 online resource xii, 294 pages) : illustrations (some color)
Disciplina 379.26
Soggetto topico Educational equalization
Soggetto non controllato eduation; strategies; policy; academic pipeline programs
ISBN 1-64315-023-5
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Foreword / Freeman A. Hrabowski III, PhD -- Introduction and key terms -- Understanding academic pipeline programs and their origins -- Precollegiate programs -- Collegiate programs -- Doctoral, graduate, professional programs -- Postdoctoral, faculty programs -- Closing thoughts.
Record Nr. UNINA-9910498494203321
Byrd Curtis D.  
Lever Press, 2021
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Accessibility or reinventing education / / edited by Serge Ebersold
Accessibility or reinventing education / / edited by Serge Ebersold
Pubbl/distr/stampa Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Descrizione fisica 1 online resource (254 pages) : illustrations
Disciplina 379.26
Soggetto topico Children with disabilities - Education
Educational equalization
Soggetto genere / forma Electronic books.
ISBN 1-119-81793-5
1-119-81794-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- PART 1 Accessibility as a Societal Imperative -- 1 The Accessibility Imperative: Outlines and Implications -- 1.1. Introduction -- 1.2. Accessibility, or school as a social protection vector -- 1.3. Accessibility, an imperative focused on the ergonomization of practices -- 1.3.1. Preventing vulnerabilities through a universal approach to accessibility -- 1.3.2. An integrated approach to accessibility targeting the fight against educational failure -- 1.3.3. A corrective approach to accessibility aimed at restoring school legitimacy -- 1.4. An ergonomization of practices related to the fight against institutional discrimination -- 1.5. Accessibility, or the advent of new forms of normativity -- 1.6. Conclusion -- 1.7. References -- 2 Inclusion and Accessibility: 50 Years of Change -- 2.1. Introduction -- 2.2. Developing a continuum of support for promoting accessible learning environments -- 2.3. Developing accessible learning environments -- results of international case studies -- 2.3.1. Recognizing and planning for diversity -- 2.3.2. Using evaluation for improvement -- 2.3.3. Professional development of staff -- 2.3.4. External support services -- 2.3.5. Within-school services -- 2.3.6. Co-operation between schools -- 2.3.7. Parental and community involvement -- 2.3.8. Whole-school development organization and management strategies -- 2.3.9. Curriculum development -- 2.3.10. Classroom organization -- 2.4. Promoting accountable education systems supporting accessible learning environments -- 2.5. Conclusion -- 2.6. References -- 3 Accessibility Requirements and Evaluation Policies -- 3.1. Introduction -- 3.2. New governance of education systems based on performance and social justice -- 3.3. Evaluation: intellectual movements and political discourse.
3.4. Assessment policies and the accessibility imperative -- 3.5. Conclusion -- 3.6. References -- PART 2 How Do Schools Meet the Accessibility Imperative? -- 4 Educational Accessibility: A Catalyst for Innovative Practices -- 4.1. Introduction -- 4.2. The heuristics of innovative teaching practices -- 4.2.1. The catalytic potential of innovative forces and practices -- 4.3. School environments and the pedagogical imperative of accessibility -- 4.3.1. The grouping of learners -- 4.3.2. The grouping of professionals -- 4.3.3. The planning of learning and its collocation over time -- 4.3.4. Pedagogies and assessment practices -- 4.4. Collaboration and accessibility: beyond "mainstream" and "special" -- 4.4.1. An emergency condition -- 4.5. References -- 5 School Form and Pedagogical and Didactic Accessibilization -- 5.1. Introduction -- 5.2. Characteristics of the school form -- 5.3. Practical ways of making school situations more accessible -- 5.3.1. Study aid gestures -- 5.3.2. The use of digital tools -- 5.3.3. Pedagogical and didactic adaptations -- 5.4. Elements for reflection on a model of analysis of teachers' gestures and postures with a view to accessibilization -- 5.5. Conclusion -- 5.6. References -- 6 The Contribution of ICT to Accessible Learning Environments -- 6.1. Introduction -- 6.2. Clarifications on the terminology -- 6.3. ICT to develop accessible learning environments - more than a purchasing decision -- 6.4. Embedding ICT in educational organizations to promote accessible learning environments -- 6.5. The transformation of teaching -- 6.6. Learners becoming accountable for their learning -- 6.7. Conclusion -- 6.8. References -- 7 The Reconfiguration of the Teaching Profession within the Dynamics of Accessibility -- 7.1. Introduction -- 7.2. From the "special" professional to the educational accessibility professional.
7.3. A new professionalism that reconfigures teaching legitimacy -- 7.4. New dimensions of the profession -- 7.5. Teachers' requests and concerns -- 7.6. Conclusion: new issues, new questions -- 7.7. References -- PART 3 Accessibility, or Reconfiguration of Academic Difficulties -- 8 Modes of Accessibilization and the Redefinition of Schooling in Accessibility -- 8.1. Introduction -- 8.2. Accessibility as a source of democratization through compensatory policies? -- 8.3. Accessibility as a source of efficiency and equity, in the name of combating exclusion? -- 8.4. Accessibility as a source of inclusion, to maximize opportunities? -- 8.4.1. A profusion of categories and devices -- 8.4.2. An individualizing and essentializing reading of school productions -- 8.4.3. Transformation of the curriculum and school culture -- 8.5. Conclusion -- 8.6. References -- 9 Externalized Teaching Units: A Tool for Making School Institutions More Accessible? -- 9.1. Introduction -- 9.2. Making the school environment more accessible through subcontracting -- 9.3. Hierarchical access to the facility -- 9.4. Conclusion -- 9.5. References -- 10 Social Figures of Allophony, Approaches to Accessibility and Social Inequalities -- 10.1. Introduction -- 10.2. Two approaches to accessibility: a dual staging of school legitimacy -- 10.3. The principles of justice underlying the various approaches to school accessibility -- 10.4. Conclusion: accessibilization strategies as a source of educational inequalities -- 10.5. References -- 11 The Grammar of Accessibility -- 11.1. Introduction -- 11.2. Access as social visibility -- 11.2.1. Access as "taking part" -- 11.2.2. Access as "being part" -- 11.2.3. Access as "acting on" -- 11.2.4. Access as a "sense of existing" -- 11.3. Accessibility as social legibility -- 11.3.1. A finalist approach to the concept of accessibility.
11.3.2. A procedural approach to the concept of accessibility -- 11.3.3. An ergonomic approach to the concept of accessibility -- 11.4. The concept of accessibilization as social legitimacy -- 11.4.1. Accessibilization refers to the institutional legitimization of facilities -- 11.4.2. Accessibilization builds upon the legitimization of the schooling process -- 11.4.3. Accessibilization results from the driving force of conventions -- 11.4.4. Accessibilization is correlated with agents' art of creating -- 11.5. Conclusion -- 11.6. References -- List of Authors -- Index -- EULA.
Record Nr. UNINA-9910554874303321
Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Accessibility or reinventing education / / edited by Serge Ebersold
Accessibility or reinventing education / / edited by Serge Ebersold
Pubbl/distr/stampa Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Descrizione fisica 1 online resource (254 pages) : illustrations
Disciplina 379.26
Soggetto topico Children with disabilities - Education
Educational equalization
ISBN 1-119-81793-5
1-119-81794-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- PART 1 Accessibility as a Societal Imperative -- 1 The Accessibility Imperative: Outlines and Implications -- 1.1. Introduction -- 1.2. Accessibility, or school as a social protection vector -- 1.3. Accessibility, an imperative focused on the ergonomization of practices -- 1.3.1. Preventing vulnerabilities through a universal approach to accessibility -- 1.3.2. An integrated approach to accessibility targeting the fight against educational failure -- 1.3.3. A corrective approach to accessibility aimed at restoring school legitimacy -- 1.4. An ergonomization of practices related to the fight against institutional discrimination -- 1.5. Accessibility, or the advent of new forms of normativity -- 1.6. Conclusion -- 1.7. References -- 2 Inclusion and Accessibility: 50 Years of Change -- 2.1. Introduction -- 2.2. Developing a continuum of support for promoting accessible learning environments -- 2.3. Developing accessible learning environments -- results of international case studies -- 2.3.1. Recognizing and planning for diversity -- 2.3.2. Using evaluation for improvement -- 2.3.3. Professional development of staff -- 2.3.4. External support services -- 2.3.5. Within-school services -- 2.3.6. Co-operation between schools -- 2.3.7. Parental and community involvement -- 2.3.8. Whole-school development organization and management strategies -- 2.3.9. Curriculum development -- 2.3.10. Classroom organization -- 2.4. Promoting accountable education systems supporting accessible learning environments -- 2.5. Conclusion -- 2.6. References -- 3 Accessibility Requirements and Evaluation Policies -- 3.1. Introduction -- 3.2. New governance of education systems based on performance and social justice -- 3.3. Evaluation: intellectual movements and political discourse.
3.4. Assessment policies and the accessibility imperative -- 3.5. Conclusion -- 3.6. References -- PART 2 How Do Schools Meet the Accessibility Imperative? -- 4 Educational Accessibility: A Catalyst for Innovative Practices -- 4.1. Introduction -- 4.2. The heuristics of innovative teaching practices -- 4.2.1. The catalytic potential of innovative forces and practices -- 4.3. School environments and the pedagogical imperative of accessibility -- 4.3.1. The grouping of learners -- 4.3.2. The grouping of professionals -- 4.3.3. The planning of learning and its collocation over time -- 4.3.4. Pedagogies and assessment practices -- 4.4. Collaboration and accessibility: beyond "mainstream" and "special" -- 4.4.1. An emergency condition -- 4.5. References -- 5 School Form and Pedagogical and Didactic Accessibilization -- 5.1. Introduction -- 5.2. Characteristics of the school form -- 5.3. Practical ways of making school situations more accessible -- 5.3.1. Study aid gestures -- 5.3.2. The use of digital tools -- 5.3.3. Pedagogical and didactic adaptations -- 5.4. Elements for reflection on a model of analysis of teachers' gestures and postures with a view to accessibilization -- 5.5. Conclusion -- 5.6. References -- 6 The Contribution of ICT to Accessible Learning Environments -- 6.1. Introduction -- 6.2. Clarifications on the terminology -- 6.3. ICT to develop accessible learning environments - more than a purchasing decision -- 6.4. Embedding ICT in educational organizations to promote accessible learning environments -- 6.5. The transformation of teaching -- 6.6. Learners becoming accountable for their learning -- 6.7. Conclusion -- 6.8. References -- 7 The Reconfiguration of the Teaching Profession within the Dynamics of Accessibility -- 7.1. Introduction -- 7.2. From the "special" professional to the educational accessibility professional.
7.3. A new professionalism that reconfigures teaching legitimacy -- 7.4. New dimensions of the profession -- 7.5. Teachers' requests and concerns -- 7.6. Conclusion: new issues, new questions -- 7.7. References -- PART 3 Accessibility, or Reconfiguration of Academic Difficulties -- 8 Modes of Accessibilization and the Redefinition of Schooling in Accessibility -- 8.1. Introduction -- 8.2. Accessibility as a source of democratization through compensatory policies? -- 8.3. Accessibility as a source of efficiency and equity, in the name of combating exclusion? -- 8.4. Accessibility as a source of inclusion, to maximize opportunities? -- 8.4.1. A profusion of categories and devices -- 8.4.2. An individualizing and essentializing reading of school productions -- 8.4.3. Transformation of the curriculum and school culture -- 8.5. Conclusion -- 8.6. References -- 9 Externalized Teaching Units: A Tool for Making School Institutions More Accessible? -- 9.1. Introduction -- 9.2. Making the school environment more accessible through subcontracting -- 9.3. Hierarchical access to the facility -- 9.4. Conclusion -- 9.5. References -- 10 Social Figures of Allophony, Approaches to Accessibility and Social Inequalities -- 10.1. Introduction -- 10.2. Two approaches to accessibility: a dual staging of school legitimacy -- 10.3. The principles of justice underlying the various approaches to school accessibility -- 10.4. Conclusion: accessibilization strategies as a source of educational inequalities -- 10.5. References -- 11 The Grammar of Accessibility -- 11.1. Introduction -- 11.2. Access as social visibility -- 11.2.1. Access as "taking part" -- 11.2.2. Access as "being part" -- 11.2.3. Access as "acting on" -- 11.2.4. Access as a "sense of existing" -- 11.3. Accessibility as social legibility -- 11.3.1. A finalist approach to the concept of accessibility.
11.3.2. A procedural approach to the concept of accessibility -- 11.3.3. An ergonomic approach to the concept of accessibility -- 11.4. The concept of accessibilization as social legitimacy -- 11.4.1. Accessibilization refers to the institutional legitimization of facilities -- 11.4.2. Accessibilization builds upon the legitimization of the schooling process -- 11.4.3. Accessibilization results from the driving force of conventions -- 11.4.4. Accessibilization is correlated with agents' art of creating -- 11.5. Conclusion -- 11.6. References -- List of Authors -- Index -- EULA.
Record Nr. UNINA-9910676649003321
Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Accessibility or reinventing education / / edited by Serge Ebersold
Accessibility or reinventing education / / edited by Serge Ebersold
Pubbl/distr/stampa Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Descrizione fisica 1 online resource (254 pages) : illustrations
Disciplina 379.26
Soggetto topico Children with disabilities - Education
Educational equalization
ISBN 1-119-81793-5
1-119-81794-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- PART 1 Accessibility as a Societal Imperative -- 1 The Accessibility Imperative: Outlines and Implications -- 1.1. Introduction -- 1.2. Accessibility, or school as a social protection vector -- 1.3. Accessibility, an imperative focused on the ergonomization of practices -- 1.3.1. Preventing vulnerabilities through a universal approach to accessibility -- 1.3.2. An integrated approach to accessibility targeting the fight against educational failure -- 1.3.3. A corrective approach to accessibility aimed at restoring school legitimacy -- 1.4. An ergonomization of practices related to the fight against institutional discrimination -- 1.5. Accessibility, or the advent of new forms of normativity -- 1.6. Conclusion -- 1.7. References -- 2 Inclusion and Accessibility: 50 Years of Change -- 2.1. Introduction -- 2.2. Developing a continuum of support for promoting accessible learning environments -- 2.3. Developing accessible learning environments -- results of international case studies -- 2.3.1. Recognizing and planning for diversity -- 2.3.2. Using evaluation for improvement -- 2.3.3. Professional development of staff -- 2.3.4. External support services -- 2.3.5. Within-school services -- 2.3.6. Co-operation between schools -- 2.3.7. Parental and community involvement -- 2.3.8. Whole-school development organization and management strategies -- 2.3.9. Curriculum development -- 2.3.10. Classroom organization -- 2.4. Promoting accountable education systems supporting accessible learning environments -- 2.5. Conclusion -- 2.6. References -- 3 Accessibility Requirements and Evaluation Policies -- 3.1. Introduction -- 3.2. New governance of education systems based on performance and social justice -- 3.3. Evaluation: intellectual movements and political discourse.
3.4. Assessment policies and the accessibility imperative -- 3.5. Conclusion -- 3.6. References -- PART 2 How Do Schools Meet the Accessibility Imperative? -- 4 Educational Accessibility: A Catalyst for Innovative Practices -- 4.1. Introduction -- 4.2. The heuristics of innovative teaching practices -- 4.2.1. The catalytic potential of innovative forces and practices -- 4.3. School environments and the pedagogical imperative of accessibility -- 4.3.1. The grouping of learners -- 4.3.2. The grouping of professionals -- 4.3.3. The planning of learning and its collocation over time -- 4.3.4. Pedagogies and assessment practices -- 4.4. Collaboration and accessibility: beyond "mainstream" and "special" -- 4.4.1. An emergency condition -- 4.5. References -- 5 School Form and Pedagogical and Didactic Accessibilization -- 5.1. Introduction -- 5.2. Characteristics of the school form -- 5.3. Practical ways of making school situations more accessible -- 5.3.1. Study aid gestures -- 5.3.2. The use of digital tools -- 5.3.3. Pedagogical and didactic adaptations -- 5.4. Elements for reflection on a model of analysis of teachers' gestures and postures with a view to accessibilization -- 5.5. Conclusion -- 5.6. References -- 6 The Contribution of ICT to Accessible Learning Environments -- 6.1. Introduction -- 6.2. Clarifications on the terminology -- 6.3. ICT to develop accessible learning environments - more than a purchasing decision -- 6.4. Embedding ICT in educational organizations to promote accessible learning environments -- 6.5. The transformation of teaching -- 6.6. Learners becoming accountable for their learning -- 6.7. Conclusion -- 6.8. References -- 7 The Reconfiguration of the Teaching Profession within the Dynamics of Accessibility -- 7.1. Introduction -- 7.2. From the "special" professional to the educational accessibility professional.
7.3. A new professionalism that reconfigures teaching legitimacy -- 7.4. New dimensions of the profession -- 7.5. Teachers' requests and concerns -- 7.6. Conclusion: new issues, new questions -- 7.7. References -- PART 3 Accessibility, or Reconfiguration of Academic Difficulties -- 8 Modes of Accessibilization and the Redefinition of Schooling in Accessibility -- 8.1. Introduction -- 8.2. Accessibility as a source of democratization through compensatory policies? -- 8.3. Accessibility as a source of efficiency and equity, in the name of combating exclusion? -- 8.4. Accessibility as a source of inclusion, to maximize opportunities? -- 8.4.1. A profusion of categories and devices -- 8.4.2. An individualizing and essentializing reading of school productions -- 8.4.3. Transformation of the curriculum and school culture -- 8.5. Conclusion -- 8.6. References -- 9 Externalized Teaching Units: A Tool for Making School Institutions More Accessible? -- 9.1. Introduction -- 9.2. Making the school environment more accessible through subcontracting -- 9.3. Hierarchical access to the facility -- 9.4. Conclusion -- 9.5. References -- 10 Social Figures of Allophony, Approaches to Accessibility and Social Inequalities -- 10.1. Introduction -- 10.2. Two approaches to accessibility: a dual staging of school legitimacy -- 10.3. The principles of justice underlying the various approaches to school accessibility -- 10.4. Conclusion: accessibilization strategies as a source of educational inequalities -- 10.5. References -- 11 The Grammar of Accessibility -- 11.1. Introduction -- 11.2. Access as social visibility -- 11.2.1. Access as "taking part" -- 11.2.2. Access as "being part" -- 11.2.3. Access as "acting on" -- 11.2.4. Access as a "sense of existing" -- 11.3. Accessibility as social legibility -- 11.3.1. A finalist approach to the concept of accessibility.
11.3.2. A procedural approach to the concept of accessibility -- 11.3.3. An ergonomic approach to the concept of accessibility -- 11.4. The concept of accessibilization as social legitimacy -- 11.4.1. Accessibilization refers to the institutional legitimization of facilities -- 11.4.2. Accessibilization builds upon the legitimization of the schooling process -- 11.4.3. Accessibilization results from the driving force of conventions -- 11.4.4. Accessibilization is correlated with agents' art of creating -- 11.5. Conclusion -- 11.6. References -- List of Authors -- Index -- EULA.
Record Nr. UNINA-9910814944903321
Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Achieving Equitable Education : Missing Education Data and the SDG 4 Data Regime
Achieving Equitable Education : Missing Education Data and the SDG 4 Data Regime
Autore Delprato Marcos
Edizione [1st ed.]
Pubbl/distr/stampa Northampton : , : Edward Elgar Publishing, , 2024
Descrizione fisica 1 online resource (190 pages)
Disciplina 379.26
Altri autori (Persone) ShephardDaniel D
Collana NORRAG Series on International Education and Development Series
Soggetto topico Educational equalization
Sustainable development reporting
ISBN 1-03-531383-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Front Matter -- Copyright -- Contents -- Contributors -- Abbreviations -- 1. Introduction to missing education data and the SDG 4 data regime -- 2. A conceptual framework to assess missing data for SDG 4 -- 3. Priorities for missing data and SDG 4: Latin America and the Caribbean -- 4. Priorities for missing data and SDG 4 in the Asia region -- 5. Priorities for missing data on SDG 4 in the Arab Region -- 6. Priorities for missing data and SDG 4 for countries in Africa -- 7. Missing education data on internally displaced people (IDPs) -- 8. Indigenous data sovereignty and missing education data -- 9. Gender, missing data and SDG 4 -- 10. Conclusions on missing education data and the SDG 4 data regime -- Index.
Altri titoli varianti Missing education data and the sustainable development goals 4 data regime
Record Nr. UNINA-9910805596803321
Delprato Marcos  
Northampton : , : Edward Elgar Publishing, , 2024
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Arab American youth : discrimination, development, and educational practice and policy / / Rhonda Tabbah
Arab American youth : discrimination, development, and educational practice and policy / / Rhonda Tabbah
Autore Tabbah Rhonda
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2021]
Descrizione fisica 1 online resource (xv, 187 pages)
Disciplina 379.26
Collana Advancing Responsible Adolescent Development
Soggetto topico Discrimination in education - United States
Àrabs
Infants
Adolescents
Discriminació en l'educació
Educació infantil
Educació primària
Discriminació racial
Identitat col·lectiva
Etnicitat
Soggetto genere / forma Llibres electrònics
ISBN 3-030-66804-5
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Preface -- About this Book -- Contents -- About the Author -- An Introduction to Arab American Youth -- Introduction -- Arab American Youth, Development, and Discrimination in Education Systems -- References -- Arab American Youth and Historical Contributors of Discrimination -- Introduction -- History of Immigration, Official Race Categorization, and Racial Identity -- Cultural Stereotypes: Effects of Cultural Conditioning -- Conclusion -- References -- Arab American Youth and Discrimination in the Pre-9/11 Era -- Introduction -- Discrimination Against Arabs in the Pre-9/11 Era -- Conclusion -- References -- Arab American Youth and Discrimination Post-9/11 -- Introduction -- Discrimination in the Post-9/11 Era -- Conclusion -- References -- Arab American Youth and Discrimination in the Education System -- Introduction -- Discrimination in the K-12 System -- Conclusion -- References -- Developmental Theories Relevant to Arab American Youth -- Introduction -- Bronfenbrenner's Ecology of Human Development -- Youth Identity Development -- Ethnic Identity Development -- Implications of Ethnic Identity on Outcomes of Discrimination -- Multi-Dimensional Self-Concept Development in Adolescence -- The Symbolic Interaction Theory of Self-Concept -- Developmental Consequences of Discrimination in Schools -- Conclusion -- References -- Discrimination and Developmental Processes in Arab American Youth -- Introduction -- An Overview of Arab Youth and Discrimination in America -- Narrative Review: Discrimination and Developmental Outcomes in Arab American Youth -- Self-Concept and Discrimination -- Ethnic Identity and Discrimination -- Well-Being and Discrimination -- Conclusion -- References -- Discrimination and Developmental Processes: Bridging the Research Gap on Arab American Youth -- Introduction.
An Overview of Existing Research on Arab Youth Development and Discrimination -- Methodology: Cross-Sectionality, Convenience Sampling, Racial Classification, and Recruitment Challenges -- Consideration of Additional Study Variables -- Norming Psychometric Measures and Assessments for Arab Populations -- Conclusion -- References -- Transforming Education Practice and Policy for Arab American Youth -- Introduction -- An Overview of Research on School Experiences and Developmental Outcomes in Arab Youth -- Important Factors of Arab American Cultures -- Demographics -- Religion -- Family -- Perceptions of Education -- Perceptions of Mental Health -- Process of Cultural Competence -- Step 1: Self-Awareness -- Step 2: Cultural Knowledge -- Step 3: Culturally Relevant Skill Set -- Intercultural Relations with Peers and Staff -- Educational Policy: Addressing Arabs and Arab Americans in Multicultural Curricula -- Intervention for Developmental Outcomes in Schools: Multiple-Tiered Systems of Support -- Conclusion -- References -- Index.
Record Nr. UNINA-9910447258703321
Tabbah Rhonda  
Cham, Switzerland : , : Springer, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
C'era una volta la scuola : storia del diritto allo studio in Italia, dall'Unità ad oggi / Enzo Bertellini
C'era una volta la scuola : storia del diritto allo studio in Italia, dall'Unità ad oggi / Enzo Bertellini
Autore BERTELLINI, Enzo
Pubbl/distr/stampa Milano : UNICOPLI, 2011
Descrizione fisica 291 p. ; 24 cm
Disciplina 379.26
Collana Testi e studi
Soggetto topico Diritto allo studio - Italia - 1861-2010
ISBN 978-88-400-1534-7
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione ita
Record Nr. UNISA-990003677220203316
BERTELLINI, Enzo  
Milano : UNICOPLI, 2011
Materiale a stampa
Lo trovi qui: Univ. di Salerno
Opac: Controlla la disponibilità qui
Creating gender-fair schools and classrooms [[electronic resource] ] : engendering social justice, 5-13 / / Lynn Raphael Reed and Tina Rae
Creating gender-fair schools and classrooms [[electronic resource] ] : engendering social justice, 5-13 / / Lynn Raphael Reed and Tina Rae
Autore Reed Lynn Raphael
Pubbl/distr/stampa London, : Paul Chapman, 2007
Descrizione fisica 1 online resource (261 p.)
Disciplina 379.26
Altri autori (Persone) RaeTina
Collana Lucky Duck Books
Soggetto topico Sex differences in education - Great Britain
Multicultural education - Great Britain
Discrimination in education - Great Britain - Prevention
Sex differences (Psychology) in children - Great Britain
Sex role in children - Great Britain
Education, Elementary - Great Britain
Soggetto genere / forma Electronic books.
ISBN 1-282-56021-2
9786612560217
1-84860-560-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover; Contents; Introduction; Chapter 1; Chapter 2; Chapter 3; Chapter 4; Chapter 5; CD-Rom Worksheets
Record Nr. UNINA-9910454137303321
Reed Lynn Raphael  
London, : Paul Chapman, 2007
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Creating gender-fair schools and classrooms [[electronic resource] ] : engendering social justice, 14-19 / / Lynn Raphael Reed and Tina Rae
Creating gender-fair schools and classrooms [[electronic resource] ] : engendering social justice, 14-19 / / Lynn Raphael Reed and Tina Rae
Autore Reed Lynn Raphael
Pubbl/distr/stampa London, : Paul Chapman, 2007
Descrizione fisica 1 online resource (311 p.)
Disciplina 379.26
Altri autori (Persone) RaeTina
Collana Lucky Duck Books
Soggetto topico Sex differences in education - Great Britain
Discrimination in education - Great Britain - Prevention
Multicultural education - Great Britain
Sex differences (Psychology) in children - Great Britain
Sex role in children - Great Britain
Education, Secondary - Great Britain
Soggetto genere / forma Electronic books.
ISBN 1-282-56022-0
9786612560224
1-84860-563-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover; Contents; Introduction; Chapter 1; Chapter 2; Chapter 3; Chapter 4; Chapter 5; CD-Rom Worksheets
Record Nr. UNINA-9910454158603321
Reed Lynn Raphael  
London, : Paul Chapman, 2007
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Detroit and the New Political Economy of Integration in Public Education / / edited by Curtis L. Ivery, Joshua A. Bassett
Detroit and the New Political Economy of Integration in Public Education / / edited by Curtis L. Ivery, Joshua A. Bassett
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2022
Descrizione fisica 1 online resource (171 pages)
Disciplina 379.26
370.89
Soggetto topico Education and state
Schools
Education - History
Educational Policy and Politics
School and Schooling
History of Education
Integració escolar
Discriminació en l'educació
Soggetto genere / forma Llibres electrònics
ISBN 3-030-99796-0
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto 1.Introduction and Theoretical Overview -- 2. Embracing “Choice” Policies, Embracing Segregation? -- 3. A Tale of Two Cities: Paradoxes and Promises of School Integration -- 4. Charter School Segregation in Detroit -- 5. Lessons and Questions on Diversity from Detroit: Detroit as Microcosm -- 6. Making Diversity a Source of Prosperity: Intentional Integration and the Reimagining of Fair Housing -- 7. Reporter's Notebook: Race Reporting in the Trump Era -- 8. On Integrating Public Schools Under Obama and Trump -- 9. The Constitution and Racial Integration in the Public Schools: A Retrospective -- 10. Back to the Future: Revising Old Critiques to Find a Culturally Sustaining Form of School Integration.
Record Nr. UNINA-9910592988903321
Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2022
Materiale a stampa
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