Literaturnachweis - Detailanzeige
| Autor/inn/en | Banister, Savilla; Vannata Reinhart, Rachel |
|---|---|
| Titel | TPCK for Impact: Classroom Teaching Practices that Promote Social Justice and Narrow the Digital Divide in an Urban Middle School |
| Quelle | In: Computers in the Schools, 28 (2011) 1, S.5-26 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0738-0569 |
| Schlagwörter | Social Justice; Educational Strategies; School Restructuring; Teaching Methods; Educational Change; Urban Schools; Pedagogical Content Knowledge; College School Cooperation; Check Lists; Educational Technology; Technology Integration; Access to Computers; Disadvantaged; Observation; Classroom Observation Techniques; Action Research; Program Descriptions |
| Abstract | U.S. schools have long struggled with what has been identified as the "achievement gap." While the debate ensues in regard to an explicit definition for this phenomenon, research overwhelmingly demonstrates that students of marginalized populations remain on the lower end of most measures of school success. Accordingly, advocates of social justice point to the disparities of resources, including quality teachers, for students in poverty. As a part of this movement, access to appropriate technological resources in schools has become an issue, commonly labeled the "digital divide." This study reviews evidence of teaching for social justice and impacting the digital divide through the analysis of classroom observations in one year at an urban middle school participating in school reform efforts. (Contains 3 tables and 1 figure.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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