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Volumn , Issue , 2023, Pages 70-84

Change To Social Justice Education: Higher Education Strategy

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EID: 85173369810     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781003447009-6     Document Type: Chapter
Times cited : (13)

References (23)
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    • Retrieved July 2008
    • Advancing a tradition of social justice (n.d.). Diversity Digest. Retrieved July 2008, from http://www.diversityweb.org/Digest/F96/haverford.html
    • Diversity Digest
  • 2
    • 0002012948 scopus 로고    scopus 로고
    • Theoretical foundations for social justice education
    • M. Adams, L. A. Bell, & P. Griffin (Eds.), 2nd ed., New York: Routledge
    • Bell, L. A. (2007). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice (2nd ed., pp. 1-14). New York: Routledge.
    • (2007) Teaching for Diversity and Social Justice , pp. 1-14
    • Bell, L.A.1
  • 5
    • 84963635694 scopus 로고    scopus 로고
    • A note on pursuing things that work
    • P. J. Gumport (Ed.), Baltimore: Johns Hopkins Press
    • Clark, B. R. (2007). A note on pursuing things that work. In P. J. Gumport (Ed.), Sociology of higher education: Contributions and their contexts (pp. 319-324). Baltimore: Johns Hopkins Press.
    • (2007) Sociology of Higher Education: Contributions and Their Contexts , pp. 319-324
    • Clark, B.R.1
  • 7
    • 33751515372 scopus 로고    scopus 로고
    • Not just workshops anymore: The role of faculty development in reframing academic priorities
    • Fletcher, J. J., & Patrick, S. K. (1998). Not just workshops anymore: The role of faculty development in reframing academic priorities. International Journal for Academic Development, 1(1), 39-46.
    • (1998) International Journal for Academic Development , vol.1 , Issue.1 , pp. 39-46
    • Fletcher, J.J.1    Patrick, S.K.2
  • 9
    • 85173386816 scopus 로고    scopus 로고
    • Planning faculty development activities: Using a holistic teaching and learning model
    • Winter
    • Groccia, J. E. (2007, Winter). Planning faculty development activities: Using a holistic teaching and learning model. POD Network News, pp. 1, 3.
    • (2007) POD Network News , vol.3 , pp. 1
    • Groccia, J.E.1
  • 12
    • 0000390539 scopus 로고    scopus 로고
    • Guiding principles for creating seamless learning environments for undergraduates
    • Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of College Student Development, 57(2), 135-148.
    • (1996) Journal of College Student Development , vol.57 , Issue.2 , pp. 135-148
    • Kuh, G.D.1
  • 14
    • 84979330905 scopus 로고
    • Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action
    • M. Adams (Ed.), New Directions for Teaching and Learning, No. 52, San Francisco: Jossey-Bass
    • Marchesani, L. S., & Adams, M. (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. In M. Adams (Ed.), Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty, and institutions. New Directions for Teaching and Learning, No. 52 (pp. 9-20). San Francisco: Jossey-Bass.
    • (1992) Promoting Diversity in College Classrooms: Innovative Responses for the Curriculum, Faculty, and Institutions , pp. 9-20
    • Marchesani, L.S.1    Adams, M.2
  • 15
    • 85173339168 scopus 로고    scopus 로고
    • Retrieved July 17, 2008
    • Professional and Organizational Development in Higher Education Network (POD), (n.d.). What is faculty development. Retrieved July 17, 2008, from http://www.podnetwork.org/development/definitions.htm
    • What is Faculty Development
  • 16
    • 79960384311 scopus 로고    scopus 로고
    • Creating, sustaining, and transforming difference, power, and discrimination programs
    • J. Xing, J. Li, L. Roper, & S. Shaw (Eds.), Lan-ham, MD: Lexington Books
    • Roper, L. D. (2007). Creating, sustaining, and transforming difference, power, and discrimination programs. In J. Xing, J. Li, L. Roper, & S. Shaw (Eds.), Teaching for change: The difference, power, and discrimination model (pp. 227-234). Lan-ham, MD: Lexington Books.
    • (2007) Teaching for Change: The Difference, Power, and Discrimination Model , pp. 227-234
    • Roper, L.D.1
  • 18
    • 3442887193 scopus 로고    scopus 로고
    • Effective change management in higher education
    • November/December
    • Scott, G. (2003, November/December). Effective change management in higher education. Educause Review, 38(6), 64-80.
    • (2003) Educause Review , vol.38 , Issue.6 , pp. 64-80
    • Scott, G.1
  • 20
    • 0002007673 scopus 로고
    • Paradigms and research programs in the study of teaching: A contemporary perspective
    • M. C. Wittrock (Ed.), 3rd ed., New York: Macmillan
    • Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 6-9). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 6-9
    • Shulman, L.S.1
  • 23
    • 70449334646 scopus 로고    scopus 로고
    • Academic development as institutional leadership: An interplay of person, role, strategy, and institution
    • Taylor, K. L. (2005). Academic development as institutional leadership: An interplay of person, role, strategy, and institution. InternationalJournal for Academic Development, 10(1), 31-46
    • (2005) Internationaljournal for Academic Development , vol.10 , Issue.1 , pp. 31-46
    • Taylor, K.L.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.