In search of social justice, Noiiriin Hayes; Mathias Urban
Автор: Beatrice S. Fennimore; A. Lin Goodwin Название: Promoting Social Justice for Young Children ISBN: 9400735839 ISBN-13(EAN): 9789400735835 Издательство: Springer Рейтинг: Цена: 20962.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores important current social justice issues that confront young children in America. It examines a broad range of topics related to the fair treatment of young children as well as their families and offers potential solutions.
Описание: Bringing together an inspirational group of educators, this book provides insights into what it means to implement social justice ideals with young children. Each chapter highlights a teacher`s experience with an aspect of social justice and ethnic studies, including related research, projects, lesson plans, and implications for teacher education.
Название: Educating for social justice in early childhood ISBN: 0367246996 ISBN-13(EAN): 9780367246990 Издательство: Taylor&Francis Рейтинг: Цена: 6430.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Bringing together scholarship and examples from practice, this book explores ways in which early childhood curriculum - including classroom practices and community contexts - can more actively engage with a range of social justice issues, democratic principles, and anti-oppressive practices.
Описание: Bringing together an inspirational group of educators, this book provides insights into what it means to implement social justice ideals with young children. Each chapter highlights a teacher`s experience with an aspect of social justice and ethnic studies, including related research, projects, lesson plans, and implications for teacher education.
Описание: As part of the larger education movement that attempted to work toward justice and equity beginning in the 1980s, some scholars in early childhood education and care have engaged in work that challenges universal constructions of “child.” This scholarship and the practices associated with it are labeled reconceptualist/critical and place at the forefront concern for diversity; improving conditions for those who have been traditionally marginalized; increased equity and respect for multiplicity; and an understanding of power structures and impositions that generate harm and privilege. The purpose of this volume is to explore those issues as first addressed by educator researchers in the field of early childhood education and care in a manner that is accessible to those new to the field. Each chapter provides a thorough discussion of one of the earliest forms of scholarship that addresses: cultural and life diversity; challenges to monocultural science; dominant narratives in the field; linguistically marginalized children; adult power; problematizing deficit models; responding to children; rejecting universalist construction; and creating new possibilities for those have been labeled “children”. Further, the book provides annotated bibliographies that glimpse into the shifting landscape for childhood education and care.
Название: Educating for social justice in early childhood ISBN: 0367246988 ISBN-13(EAN): 9780367246983 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Bringing together scholarship and examples from practice, this book explores ways in which early childhood curriculum - including classroom practices and community contexts - can more actively engage with a range of social justice issues, democratic principles, and anti-oppressive practices.
Автор: Elizabeth L. Jeglic; Cynthia Calkins Название: New Frontiers in Offender Treatment ISBN: 3030010295 ISBN-13(EAN): 9783030010294 Издательство: Springer Рейтинг: Цена: 25155.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book reviews how new and promising evidence-based interventions are being used with those involved in the criminal justice system. While there has been an increased emphasis on evidence-based practice within forensic treatment, there remains a disjoint between what we know works and adapting these interventions to those involved in the criminal justice system.
This book seeks to bridge that gap by providing an overview of what we know works and how that information has been translated into offender treatment. In addition, it highlights avenues where additional research is needed.
This book is comprised of three parts:
In the first part, current models of correctional treatment including the Risk, Needs, Responsivity Model, The Good Lives Model and Cognitive Behavioral Models are presented.
In the second part, the chapters address clinical issues such as the therapeutic alliance, clinician factors, and diversity related issues that impact treatment outcome.
In the third and final part of the book, adaptions of innovative and cutting-edge evidence-based treatments such as Dialectical Behavior Therapy, Trauma Informed Care, Mindfulness, Motivational Interviewing, Assertive Community Treatment, Multisystemic Treatment, New frontiers in Intimate Partner Violence treatment, and the current research on the treatment of those with psychopathy are presented.
Research supporting these treatment approaches targeting areas such as self-management, psychological well-being, treatment engagement and retention and their relationship to recidivism will be reviewed, while their adaptation for use with forensic populations is discussed. The book concludes with the editors’ summary of the findings and a discussion of the future of evidence-based interventions within the field of forensic psychology.
Описание: As part of the larger education movement that attempted to work toward justice and equity beginning in the 1980s, some scholars in early childhood education and care have engaged in work that challenges universal constructions of “child.” This scholarship and the practices associated with it are labeled reconceptualist/critical and place at the forefront concern for diversity; improving conditions for those who have been traditionally marginalized; increased equity and respect for multiplicity; and an understanding of power structures and impositions that generate harm and privilege. The purpose of this volume is to explore those issues as first addressed by educator researchers in the field of early childhood education and care in a manner that is accessible to those new to the field. Each chapter provides a thorough discussion of one of the earliest forms of scholarship that addresses: cultural and life diversity; challenges to monocultural science; dominant narratives in the field; linguistically marginalized children; adult power; problematizing deficit models; responding to children; rejecting universalist construction; and creating new possibilities for those have been labeled “children”. Further, the book provides annotated bibliographies that glimpse into the shifting landscape for childhood education and care.
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