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Harvard Educational Review (HER)
Référence : Vol. 74, n°1, printemps 2009
Thème : Education and Violent Political Conflict
- Indigenous Knowledges and the Story of the Bean, Bryan McKinley Jones Brayboy and Emma Maughn
- Latino Students’ Transitions to College: A Social and Intercultural Capital Perspective, Anne-Marie Nuñez
- Identity Development and Mentoring in Doctoral Education, Leigh A. Hall and Leslie D. Burns
- Symposium: Education and Violent Political Conflict, Introduction
- Symposium: Identity versus Peace:Identity Wins, Zvi Bekerman
- Symposium: Citizenship Competencies in the Midst of a Violent Political Conflict: The Colombian Educational Response, Enrique Chaux
- Symposium: War News Radio: Conflict Education through Student Journalism, Emily Hager
- Symposium: The Other Side of the Story: Israeli and Palestinian Teachers Write a History Textbook Together, Shoshana Steinberg and Dan Bar-On
- Symposium: Curriculum and Civil Society in Afghanistan, Adele Jones
- Symposium: Educational Reconstruction “By the Dawn’s Early Light”: Violent Political Conflict and American Overseas Education Reform, Noah W. Sobe
- Symposium: The Social (and Economic) Implications of Being an Educated Woman in Iran, Mitra Shavarini
- Symposium: Interview with Jacques Bwira Hope Primary School Kamp, the Editors
- Editor’s Review: Evidence-Based Reading Practices for Response to Intervention and Response to Intervention: A Practical Guide for Every Teacher, Jennifer S. Samson
Informations complémentaires :
http://www.hepg.org/.../150
mot(s) clé(s) : gestion d'établissement, gouvernance et pilotage, internationalisation de l'éducation et mobilité, origines socioculturelles, réussite et résultats d'apprentissage, sociologie de l'éducation
