Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices
Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices
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社会正义教学：从概念框架到课堂实践
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
A. Dover
中科院分区：
文献类型：
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作者：
A. Dover
在本文中，作者介绍了一项多州研究的结果，该研究考察了教师，特别是中学英语语言艺术（ELA）教师如何在基于标准的背景下概念化和实施社会正义教学。另外的分析强调了这种做法如何反映并扩展了早期以股权为导向的改革运动。
In this article, the author presents the results of a multistate study examining how teachers, and specifically secondary English Language Arts (ELA) teachers, conceptualize and implement teaching for social justice in standards-based contexts. Additional analysis underscores how this practice both reflects and extends earlier equity-oriented reform movements.