Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Diandra Singh"'
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
AbstractBackground Over the past three decades, researchers have increasingly advocated for pedagogical practices that privilege exploration, collaboration, problem-solving, and hands-on projects in K-12 Science, Technology, Engineering, and Mathemat
Externí odkaz:
https://doaj.org/article/41a4155e429546219b8be1631d875d09
Autor:
Waleska Carolina do Valle Santos, Diandra Singh, Livia Delgado Leandro da Cruz, Luis Paulo de Carvalho Piassi, Giuliano Reis
Publikováno v:
Education Sciences, Vol 9, Iss 3, p 161 (2019)
This article is situated within the intersection of education for social transformation (EST) and ecojustice education (EJE). We have described the benefits of youth participation in an after-school science program offered to socio-economically vulne
Externí odkaz:
https://doaj.org/article/e5c7391dc8e641c587bc1cc0221b71ad
Autor:
Diandra Singh, Giuliano Reis
Publikováno v:
Em Aberto. 35
Review from BRITZMAN, Deborah P. Practice makes practice: a critical study of learning to teach. Revised edition. New York: SUNY Press, 2003. 289 p.
This paper compares and contrasts approaches to affirmative action that are intended to increase access to post-secondary institutions to students racialized as Black and Indigenous in Brazil and Canada, respectively. Both of these demographics are u
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2c0b144b86d15f2ff1e5fde3bce96242
Autor:
Diandra Singh, Waleska Carolina do Valle Santos, Livia Delgado Leandro da Cruz, Giuliano Reis, Luís Paulo de Carvalho Piassi
Publikováno v:
Repositório Institucional da USP (Biblioteca Digital da Produção Intelectual)
Universidade de São Paulo (USP)
instacron:USP
Education Sciences, Vol 9, Iss 3, p 161 (2019)
Education Sciences
Volume 9
Issue 3
Universidade de São Paulo (USP)
instacron:USP
Education Sciences, Vol 9, Iss 3, p 161 (2019)
Education Sciences
Volume 9
Issue 3
This article is situated within the intersection of education for social transformation (EST) and ecojustice education (EJE). We have described the benefits of youth participation in an after-school science program offered to socio-economically vulne