VOL.12 NO.1 (2020)
Book Number:
12
Issue number:
1
Guest Editors:
Taysum Alison
Date:
February, 2020
Volume Title:
Improve Student and Teacher Participation in School Processes and Practices
- Action Research Design for an International Boundary Crossing Study to Improve Student and Teacher Participation in School Processes and Practices to Improve Well-Being, Learning and Learning outcomes
- An English Case of Participation in School Processes and Practices
- Distributed Leadership to Enhance Participation in School Processes and Practices to Improve Learning: A Northern Irish Faith Secondary School Case-Study
- Editorial
- Evaluating the Level of Student and Teacher Involvement in Second-Level School Processes and Participation in Decision Making: an Irish Case Study
- Far from the Ivory Tower? Italian Academics’ and Higher Education Institutions’ Societal Impact and Contributions to Economic Development
- For a Better Understanding of Social Complexity: Maccarini on Critical Realism
- If It Does Take a Village to Raise a Child, How Should the Village Do It? Insights from the Kids in Places Initiative
- Inexperienced, Addicted, at Risk. How Young People Describe Their Parents’ Use of Digital Media
- Investigating How Teachers and Students of Secondary Schools in Nigeria Describe and Understand Participation in Their Educational Institution
- Modern Trends of Involving Kazakhstan’ Schoolchildren and Teachers in School Management
- Optimising Well-Being and Learning Through Participatory Processes and Practices: an International Comparative Analysis of Ten Groundwork Case-Studies in Schools
- Participation in School Processes and Practices: The case of an Arab School in Israel
- Participatory Decision Making in Russian Schools
- Perception of Academic Staff Toward Barriers, Incentives, and Benefits of the Open Educational Resources (OER) Network (SHMS) at Saudi Universities
- Teachers’ Participation in School Decision-Making Processes and Practices: the Case of an Indian Government Secondary School
- The Profession of Educating Amid Contexts, Digital Innovation and Professional Habitus
- ‘Boys are Better than Girls!’. ‘That’s not True! Girls are Kind, Boys are Rude!’. Dialogic Mediation of Gender Conflicts as an Opportunity for Promoting Respect and Equality
- “He Was as If on the Moon”. The Relevance of Narratives Told by Teachers in the Understanding of Transnational Experiences Lived by Children