Δευτέρα, 22 Ιουνίου 2009

Αποδελτίωση περιοδικού Cambridge Journal of Education

Cambridge Journal of Education
Vol.39, n°2, juin 2009



* Identity, rhetoric and culture, Paul Andrews
* What does it mean when they don't seem to learn from experience?, Robyn Zink, Michael Dyson
* Understanding teacher identity: an overview of issues in the literature and implications for teacher education, Catherine Beauchamp, Lynn Thomas
* Why single-sex schools? Discourses of culture/faith and achievement, Saeeda Shah, Catherine Conchar
* Learning to be a critical friend: from professional indifference through challenge to unguarded conversations, Delia Baskerville, Helen Goldblatt
* National conversations in the UK: using a language-based approach to interpret three key education policy documents (2001-2007) from England, Scotland and Wales, Janet Laugharne, Adela Baird
* Talk, texts, and educational action: an institutional ethnography of policy in practice, Naomi Nichols, Alison Griffith

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