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11.
The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy
This article aims to help teacher educators consider how to build racial literacy in their White teacher candidates, providing guidance through pedagogical strategies and approaches based on our and others’ research. In addition, much of the pedagogy that we developed in working with our White teacher candidates can be translated to teachers working with White students at other levels, and it can also help teacher educators develop their own racial literacy. 相似文献
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Walter Hahn Helmut Skowronek H. J. Butcher Hans-Martin Müller-Wolf J. C. Cairns Michael Angermaier Maureen Woodhall Ha Wun Sung Oskar Anweiler John A. Smyth Gilbert de Landsheere Gaby Venstermans Erika Voigt Anza Amen Lema David Wolsk Robert O. Berdahl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(1):83-107
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John H. Ewing 《Learned Publishing》2002,15(3):231-233
Some scholars have urged dramatically new models for scholarly publishing, often condemning learned societies for their failure to embrace those models. Why are societies cautious? Because they have experience. They recognize that many of the enthusiastic efforts to provide open access to all scholarly literature may ultimately have the opposite effect. 相似文献
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Maha Bali Maureen Crawford Rhonda Jessen Paul Signorelli Mia Zamora 《Educational Media International》2015,52(2):100-115
Imagine the challenge of being immersed in a dynamic learning network where you play brinkmanship with being overwhelmed by a plethora of information, comments, and conversations on a topic of intense interest to you. Through adept facilitation, the comments and encouragement of fellow participants, and your own perseverance, you develop a network of personal connections which serve as metaphorical flying buttresses creating enough stability that you are able to learn in a new, yet profoundly meaningful way – the connectivist massive open online course (cMOOC) way. Through the lens of autoethnography, five seasoned educators collaboratively reflect on their motivation for participating in their initial cMOOC. They analyze their lived experience, what they found most engaging, and most importantly, they grapple with why cMOOC communities often endure past official end-dates. This article attempts to provide insight into the thrill and depth of learning and connection possible through participation in cMOOCs. 相似文献
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