Literaturnachweis - Detailanzeige
Autor/inn/en | DePaoli, Jennifer L.; Hernández, Laura E.; Furger, Roberta C.; Darling-Hammond, Linda |
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Institution | Learning Policy Institute |
Titel | A Restorative Approach for Equitable Education. Research Brief |
Quelle | (2021), (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Social Justice; Equal Education; Racial Bias; COVID-19; Pandemics; African American Students; Hispanic American Students; Evidence Based Practice; Educational Environment; Social Emotional Learning; Developmentally Appropriate Practices; Student Needs; Student Experience; Inclusion; Culturally Relevant Education; Trust (Psychology); Home Visits Soziale Gerechtigkeit; Racial discrimination; Rassismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Entwicklungsbezogene Bildung; Studienerfahrung; Inklusion; Hausbesuch |
Abstract | The compounding effects of systemic racism and the coronavirus pandemic have posed significant challenges to students, practitioners, and schools, particularly for Black and Latinx students who have borne the brunt of structural inequities. But these events have also created an opportunity for educational leaders to rethink school structures to better address the needs and nurture the assets of young people in the short and long term. This brief describes how schools can ameliorate--rather than exacerbate--racial inequities with research-based practices that advance a restorative approach to schooling and make learning environments more supportive, equitable, and anti-racist. (As Provided). |
Anmerkungen | Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |