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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
ISBN 9781643150239
1643150235
Classificazione EDU000000EDU014000EDU048000
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 / / by Rhonda Tabbah
Arab American Youth : Discrimination, Development, and Educational Practice and Policy / / by Rhonda Tabbah
Autore Tabbah Rhonda
Edizione [1st ed. 2020.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020
Descrizione fisica 1 online resource (xv, 187 pages)
Disciplina 379.26
Collana Advancing Responsible Adolescent Development
Soggetto topico Developmental psychology
Social service
Public health
Developmental Psychology
Social Work
Public Health
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 Chapter 1. Introduction: The Importance of Understanding Experiences, Mental Health, and Development in Arab Adolescent Youth in America -- Chapter 2. Issues of Culture, Race, and Identity within Arab Communities -- Chapter 3. History of Arab Cultural Misconceptions and Discrimination in the United States -- Chapter 4. Arabs in the Multicultural Paradigm in Education -- Chapter 5. Theories of Relationships Between Discrimination, Developmental Processes, and Mental Health -- Chapter 6: Ethnic and Racial Identity Development in Adolescents of Arab Descent: Implications of Community and School Experiences -- Chapter 7. Consequences of Community and School Experiences on Self-Concept and Mental Health Factors -- Chapter 8. Bridging the Research Gap with Adolescents of Arab Descent in America -- Chapter 9. Implications for Improving Educational Practice and Policy. .
Record Nr. UNINA-9910447258703321
Tabbah Rhonda  
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020
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
ISBN 9783030997960
3030997960
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
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui