Zobrazeno 1 - 10
of 20
pro vyhledávání: '"Vanessa Anthony‐Stevens"'
Publikováno v:
Northwest Journal of Teacher Education, Vol 15, Iss 3 (2020)
This paper examines movements in educational policy to address the inequitable schooling experiences of American Indian youth. We look specifically at recent policy revisions to teacher education standards in the state of Idaho which intend to addres
Externí odkaz:
https://doaj.org/article/b82095ea06094e40aaf1b6612eade0e2
Publikováno v:
Anthropology & Education Quarterly. 54:144-164
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d714c892971c8794f75e1d6e0d5b194a
https://doi.org/10.1111/aeq.12450
https://doi.org/10.1111/aeq.12450
Publikováno v:
Anthropology & Education Quarterly. 54:196-198
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2e2e0a1b90ccbe86a054b2baace453e3
https://doi.org/10.1111/aeq.12444
https://doi.org/10.1111/aeq.12444
Autor:
Vanessa Anthony-Stevens, Iva Moss, Angela Como Jacobson, Rebekka Boysen-Taylor, Shawna Campbell-Daniels
Publikováno v:
The Rural Educator. 43:88-104
This article explores the power of Indigenous teacher mentorship as essential to address “the change in point of view” long called for in Indigenous education. Drawing from a longitudinal, ethnographic study of an Indigenous teacher education pro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::03c781ba310942edd533ac1194dd0181
https://doi.org/10.35608/ruraled.v43i1.1209
https://doi.org/10.35608/ruraled.v43i1.1209
Publikováno v:
Journal of School Leadership. 30:541-564
This article discusses the efforts of the Indigenous Knowledge for Effective Education Program (IKEEP), at the University of Idaho, a predominately white institution (PWI) of higher education, and its struggle to create space in higher education for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d92081189dd6ddc0255a14cd08c1ea51
https://doi.org/10.1177/1052684620951722
https://doi.org/10.1177/1052684620951722
Publikováno v:
Cultural Studies of Science Education. 15:595-613
This study, undertaken in the Northwest USA, explores how graduate students in an interdisciplinary social–ecological systems research course engaged with concepts of epistemic difference and Indigenous knowledge as part of a required module titled
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be7f5d6246bac6bc53efb406587f59af
https://doi.org/10.1007/s11422-019-09942-x
https://doi.org/10.1007/s11422-019-09942-x
Publikováno v:
Northwest Journal of Teacher Education, Vol 15, Iss 3 (2020)
This paper examines movements in educational policy to address the inequitable schooling experiences of American Indian youth. We look specifically at recent policy revisions to teacher education standards in the state of Idaho which intend to addres
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::90ce5de8502d8a31092ef19940057986
https://archives.pdx.edu/ds/psu/34466
https://archives.pdx.edu/ds/psu/34466
Publikováno v:
Rurality and Education ISBN: 9780429400988
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::17bc49a7fb02bf46fcb1e8800f63c7ac
https://doi.org/10.4324/9780429400988-2
https://doi.org/10.4324/9780429400988-2
Autor:
Julia Mahfouz, Vanessa Anthony-Stevens
Publikováno v:
Occasional Paper Series. 2020
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f7d77363705337da91877c8fa8e93c4f
https://doi.org/10.58295/2375-3668.1354
https://doi.org/10.58295/2375-3668.1354
Publikováno v:
Multicultural Education Review. 9:270-288
In this article, the researchers examine the role of diversity in a pre-service teacher education programme in a predominately white public university in the United States rural north-west region. ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::569e753981ec24fcc796caf3105e0d53
https://doi.org/10.1080/2005615x.2017.1383813
https://doi.org/10.1080/2005615x.2017.1383813