Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Stacy A. Gherardi"'
Autor:
Stacy A. Gherardi, Allison Stoner
Publikováno v:
Discover Education, Vol 3, Iss 1, Pp 1-14 (2024)
Abstract The adoption of trauma-informed practices in schools is a significant and growing area of school reform efforts. It has been assumed that professional development aimed at influencing teacher attitudes toward trauma-informed care in schools
Externí odkaz:
https://doaj.org/article/f395109f53f04fcfa637f92397c5be74
Publikováno v:
International Journal of School Social Work. 8
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::883be96540a752c9d757e61abb359d7d
https://doi.org/10.4148/2161-4148.1085
https://doi.org/10.4148/2161-4148.1085
Publikováno v:
Journal of Social Work Education. 57:27-43
The global effects of the COVID-19 pandemic and related closures that began in spring of 2020 created an unprecedented challenge for higher education broadly and social work education specifically....
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e91f00d129bc701db5f25f520c675c96
https://doi.org/10.1080/10437797.2021.1939824
https://doi.org/10.1080/10437797.2021.1939824
Publikováno v:
School Mental Health. 13:213-224
Movements toward trauma-informed approaches in K12 education settings represent a critical example of how research on adverse childhood experiences (ACEs) has been translated into policy and practice. The proliferation of attention to research on the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::26a558361b4f25c509b7b36ee1694035
https://doi.org/10.1007/s12310-021-09427-9
https://doi.org/10.1007/s12310-021-09427-9
Publikováno v:
Social Work Education. 41:354-369
Challenges associated with teaching and assessing writing are widespread in higher education. The adverse effects of failing to meet traditionally held standards for writing are felt disproportiona...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2166b5a4eb6670423a2fe92b0d67c557
https://doi.org/10.1080/02615479.2020.1841153
https://doi.org/10.1080/02615479.2020.1841153
Publikováno v:
The Urban Review. 52:482-504
The creation of trauma-sensitive schools has become an increasingly central focus of school reform and urban school reform in particular. While these initiatives have been framed as social justice imperatives, this framing warrants critique. This cri
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c751552f84ea5e0a1af66fd3656e9ca8
https://doi.org/10.1007/s11256-020-00553-3
https://doi.org/10.1007/s11256-020-00553-3
Publikováno v:
International Journal of School Social Work. 6
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cfe3964dbd1de8061ad6d88197bb49e8
https://doi.org/10.4148/2161-4148.1070
https://doi.org/10.4148/2161-4148.1070
Publikováno v:
Groupwork. 28:30-49
Political developments across the globe have created circumstances in which many feel increasingly threatened by forces of political oppression. These forces have been especially pronounced for communities of color and immigrant communities in the Un
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::44b67214a8b83d9a64d07a72c59b8d9a
https://doi.org/10.1921/gpwk.v28i1.1223
https://doi.org/10.1921/gpwk.v28i1.1223
Autor:
Stacy A Gherardi
Publikováno v:
Leadership and Policy in Schools. 19:560-574
Educational success stories are powerful tools that shape the decisions of policymakers. This study explores the ways in which these stories are crafted and how they differ among various educationa...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::96bf116eee382bb75a3f3daa9b1734b6
https://doi.org/10.1080/15700763.2019.1668020
https://doi.org/10.1080/15700763.2019.1668020
Publikováno v:
Children & Schools. 41:69-78
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8bb5baf028142a9630bfd2b842ce41a7
https://doi.org/10.1093/cs/cdz003
https://doi.org/10.1093/cs/cdz003