erin blakely (46 Ergebnisse)

Paperback. Zustand: Fair. New. The item might be beaten up but readable. May contain markings or highlighting, as well as stains, bent corners, or any other major defect, but the text is not obscured in any way.

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Paperback. Zustand: New. Language, Nation, and Identity in the Classroom critiques the normalizing aspects of schooling and the taken-for-granted assumptions in education about culture, identity, language, and learning. The text applies theories of postmodernism, postcolonialism, and other critical cultural theories from disciplines often overlooked in the field of education. The authors illustrate the potential of these theories for educators, offering a nuanced critical analysis of the role schools play in nationalistic enterprises and colonial projects. The book fills the current gap between simplified, ahistorical applications of multiculturalism and critical theory texts with only narrow applicability in the field. This clearly written alternative offers both an entry point to rigorous primary theoretical sources and broad applications of the scholarship to everyday practice in a range of PreK-12 classrooms and adult education settings globally. The text is designed for educators and advanced undergraduate or graduate students in the growing number of courses that address issues of cultural diversity, equity in education, multiculturalism, social and cultural foundations of education, literary studies, and educational policy.

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Paperback. Zustand: new. Paperback. Opening Third Spaces for Research in Education challenges dominant educational research methods. It rejects the reductive binaries normalized in social science researchtheory/practice, objective/subjective, quantitative/qualitative. Drawing from multiple fields and eras, the book opens third spaces between these artificial poles to help researchers expand interpretations and possibilities for research. Critiquing the current focus on the measurement of "student learning outcomes" and high-stakes assessment, the book offers conceptual tools and case examples to support educators in reconceptualizing research. The book critiques the modernist notion that learning is an individual mental process of acquiring knowledge or skills. It argues instead that learning is inextricably entangled with social relations and cannot be isolated or controlled no matter how scientifically rigorous researchers try to be in their study designs. This challenges the current goal of educational research instruction to design "valid and reliable" studies that provide evidence for "best practices," and reimagines it as opening third spaces to expand opportunities and approaches for inquiry. Drawing from multiple fields and eras, this book helps researchers expand interpretations and possibilities for research. Critiquing the current focus on the measurement of ""student learning outcomes"" and high-stakes assessment, the book offers conceptual tools and case examples to support educators in reconceptualizing research. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Zustand: New. Critiques the normalizing aspects of schooling and the taken-for-granted assumptions in education about culture, identity, language, and learning. This text offers an entry point to primary theoretical sources and broad applications of the scholarship to everyday practice in a range of PreK-12 classrooms and adult education settings globally. Series: Counterpoints. Num Pages: 206 pages, illustrations. BIC Classification: JFSJ1; JNA. Category: (P) Professional & Vocational. Dimension: 152 x 224 x 14. Weight in Grams: 314. . 2014. New ed. Paperback. . . . .

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paperback. Zustand: New. 1st Edition. Special order direct from the distributor.

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Paperback. Zustand: Brand New. 175 pages. 9.00x6.00x0.50 inches. In Stock.

Zustand: New. Critiques the normalizing aspects of schooling and the taken-for-granted assumptions in education about culture, identity, language, and learning. This text offers an entry point to primary theoretical sources and broad applications of the scholarship to everyday practice in a range of PreK-12 classrooms and adult education settings globally. Series: Counterpoints. Num Pages: 206 pages, illustrations. BIC Classification: JFSJ1; JNA. Category: (P) Professional & Vocational. Dimension: 152 x 224 x 14. Weight in Grams: 314. . 2014. New ed. Paperback. . . . . Books ship from the US and Ireland.

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Paperback / softback. Zustand: New. New copy - Usually dispatched within 4 working days.

Zustand: Like New. Most items will be dispatched the same or the next working day. An apparently unread copy in perfect condition. Dust cover is intact with no nicks or tears. Spine has no signs of creasing. Pages are clean and not marred by notes or folds of any kind.

hardcover. Zustand: Very Good. Cover and edges may have some wear.

Zustand: New. Drawing from multiple fields and eras, this book helps researchers expand interpretations and possibilities for research. Critiquing the current focus on the measurement of student learning outcomes and high-stakes assessment, the book offers conceptual.

Paperback. Zustand: new. Paperback. Opening Third Spaces for Research in Education challenges dominant educational research methods. It rejects the reductive binaries normalized in social science researchtheory/practice, objective/subjective, quantitative/qualitative. Drawing from multiple fields and eras, the book opens third spaces between these artificial poles to help researchers expand interpretations and possibilities for research. Critiquing the current focus on the measurement of "student learning outcomes" and high-stakes assessment, the book offers conceptual tools and case examples to support educators in reconceptualizing research. The book critiques the modernist notion that learning is an individual mental process of acquiring knowledge or skills. It argues instead that learning is inextricably entangled with social relations and cannot be isolated or controlled no matter how scientifically rigorous researchers try to be in their study designs. This challenges the current goal of educational research instruction to design "valid and reliable" studies that provide evidence for "best practices," and reimagines it as opening third spaces to expand opportunities and approaches for inquiry. Drawing from multiple fields and eras, this book helps researchers expand interpretations and possibilities for research. Critiquing the current focus on the measurement of ""student learning outcomes"" and high-stakes assessment, the book offers conceptual tools and case examples to support educators in reconceptualizing research. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Language, Nation, and Identity in the Classroom critiques the normalizing aspects of schooling and the taken-for-granted assumptions in education about culture, identity, language, and learning. The text applies theories of postmodernism, postcolonialism, and other critical cultural theories from disciplines often overlooked in the field of education. The authors illustrate the potential of these theories for educators, offering a nuanced critical analysis of the role schools play in nationalistic enterprises and colonial projects. The book fills the current gap between simplified, ahistorical applications of multiculturalism and critical theory texts with only narrow applicability in the field. This clearly written alternative offers both an entry point to rigorous primary theoretical sources and broad applications of the scholarship to everyday practice in a range of PreK-12 classrooms and adult education settings globally. The text is designed for educators and advanced undergraduate or graduate students in the growing number of courses that address issues of cultural diversity, equity in education, multiculturalism, social and cultural foundations of education, literary studies, and educational policy.

Paperback. Zustand: New. Language, Nation, and Identity in the Classroom critiques the normalizing aspects of schooling and the taken-for-granted assumptions in education about culture, identity, language, and learning. The text applies theories of postmodernism, postcolonialism, and other critical cultural theories from disciplines often overlooked in the field of education. The authors illustrate the potential of these theories for educators, offering a nuanced critical analysis of the role schools play in nationalistic enterprises and colonial projects. The book fills the current gap between simplified, ahistorical applications of multiculturalism and critical theory texts with only narrow applicability in the field. This clearly written alternative offers both an entry point to rigorous primary theoretical sources and broad applications of the scholarship to everyday practice in a range of PreK-12 classrooms and adult education settings globally. The text is designed for educators and advanced undergraduate or graduate students in the growing number of courses that address issues of cultural diversity, equity in education, multiculturalism, social and cultural foundations of education, literary studies, and educational policy.

Taschenbuch. Zustand: Neu. Language, Nation, and Identity in the Classroom | Legacies of Modernity and Colonialism in Schooling | Erin Blakely (u. a.) | Taschenbuch | 216 S. | Englisch | 2014 | Peter Lang | EAN 9781433123719 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Zustand: NEW.

Zustand: New.

Zustand: New. In.

Zustand: New.

Hardcover. Zustand: new. Hardcover. Opening Third Spaces for Research in Education challenges dominant educational research methods. It rejects the reductive binaries normalized in social science researchtheory/practice, objective/subjective, quantitative/qualitative. Drawing from multiple fields and eras, the book opens third spaces between these artificial poles to help researchers expand interpretations and possibilities for research. Critiquing the current focus on the measurement of "student learning outcomes" and high-stakes assessment, the book offers conceptual tools and case examples to support educators in reconceptualizing research. The book critiques the modernist notion that learning is an individual mental process of acquiring knowledge or skills. It argues instead that learning is inextricably entangled with social relations and cannot be isolated or controlled no matter how scientifically rigorous researchers try to be in their study designs. This challenges the current goal of educational research instruction to design "valid and reliable" studies that provide evidence for "best practices," and reimagines it as opening third spaces to expand opportunities and approaches for inquiry. Drawing from multiple fields and eras, this book helps researchers expand interpretations and possibilities for research. Critiquing the current focus on the measurement of ""student learning outcomes"" and high-stakes assessment, the book offers conceptual tools and case examples to support educators in reconceptualizing research. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.