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Academic Journal

Requisite Community Engagement for Teacher Education: A Different Take on Service Learning

Subjects: Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Service Learning, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Preservice Teachers, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Student Attitudes, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Urban Universities, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Introductory Courses, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Cultural Background, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Community Centers, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Neighborhoods, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Urban Areas, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Adults, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Teacher Education Programs, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Social Justice, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Cultural Awareness, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Writing Assignments, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, African Americans, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Power Structure, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Racial Discrimination, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Social Capital, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Critical Theory, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Whites, Service Learning, Preservice Teachers, Student Attitudes, Urban Universities, Introductory Courses, Cultural Background, Community Centers, Neighborhoods, Urban Areas, Adults, Teacher Education Programs, Social Justice, Cultural Awareness, Writing Assignments, African Americans, Power Structure, Racial Discrimination, Social Capital, Critical Theory, Whites, Course Descriptions

  • Source: Athens Journal of Education, v6 n2 p93-110 May 2019. 18 pp.

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Academic Journal

Considering the Anchor Mission Strategy within the Competing "Regimes" of Higher Education Community Engagement

Subjects: Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Higher Education, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Institutional Mission, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Competition, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Educational Change, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Risk, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Power Structure, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, College Role, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, School Community Relationship, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Urban Universities, Higher Education, Institutional Mission, Competition, Educational Change, Risk, Power Structure, College Role, School Community Relationship, Urban Universities, Community Involvement

  • Source: Metropolitan Universities, v30 n1 p69-74 Feb 2019. 6 pp.

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Academic Journal

Partnering for a Field-Based Residency: Challenges and Possibilities

Subjects: Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Teacher Effectiveness, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Preservice Teachers, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Preservice Teacher Education, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Partnerships in Education, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Elementary Education, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Elementary Schools, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Mentors, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Outcomes of Education, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Program Implementation, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Hispanic American Students, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Disadvantaged, Teacher Effectiveness, Preservice Teachers, Preservice Teacher Education, Partnerships in Education, Elementary Education, Elementary Schools, Mentors, Outcomes of Education, Program Implementation, Hispanic American Students, Disadvantaged, Power StructureIllinois (Chicago)

  • Source: International Journal of Teaching and Learning in Higher Education, v31 n1 p147-153 2019. 7 pp.

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Academic Journal

Neoliberalism and New Public Management in an Australian University

Subjects: Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Neoliberalism, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Administrative Organization, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Foreign Countries, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Universities, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Ethnography, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, College Faculty, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Risk, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, College Students, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Educational Policy, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, College Administration, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Ideology, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Work Environment, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Educational Environment, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Power Structure, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Ethics, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Trust (Psychology), Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Peer Relationship, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Professional Identity, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Compliance (Psychology), Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Teacher Attitudes, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Competition, Neoliberalism, Administrative Organization, Foreign Countries, Universities, Ethnography, College Faculty, Risk, College Students, Educational Policy, College Administration, Ideology, Work Environment, Educational Environment, Power Structure, Ethics, Trust (Psychology), Peer Relationship, Professional Identity, Compliance (Psychology), Teacher Attitudes, Competition, Organizational CultureAustralia

  • Source: Australian Universities' Review, v61 n1 p22-30 2019. 9 pp.

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Academic Journal

Working the 'In-Between-Spaces' for Transformation within the Academy

Subjects: School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, School Culture, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Power Structure, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Universities, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Lifelong Learning, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Foreign Countries, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Organizational Change, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Case Studies, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Teaching Methods, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Democratic Values, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Feminism, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Transformative Learning, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Educational History, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Blacks, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Institutional Characteristics, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Learning Activities, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Social Change, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Racial Segregation, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Political Attitudes, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Women Faculty, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Popular Education, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Activism, School Culture, Power Structure, Universities, Lifelong Learning, Foreign Countries, Organizational Change, Case Studies, Teaching Methods, Democratic Values, Feminism, Transformative Learning, Educational History, Blacks, Institutional Characteristics, Learning Activities, Social Change, Racial Segregation, Political Attitudes, Women Faculty, Popular Education, Activism, Sex FairnessSouth Africa

  • Source: South African Journal of Education, v38 n4 Article 1700 Nov 2018. 9 pp.

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Academic Journal

Reconfiguring Power in Portuguese Higher Education

Subjects: Foreign Countries, Higher Education, Power Structure, Governance, College Administration, Vertical Organization, Decision Making, Professional Personnel, College Faculty, Foreign Countries, Foreign Countries, Higher Education, Power Structure, Governance, College Administration, Vertical Organization, Decision Making, Professional Personnel, College Faculty, Higher Education, Foreign Countries, Higher Education, Power Structure, Governance, College Administration, Vertical Organization, Decision Making, Professional Personnel, College Faculty, Power Structure, Foreign Countries, Higher Education, Power Structure, Governance, College Administration, Vertical Organization, Decision Making, Professional Personnel, College Faculty, Governance, Foreign Countries, Higher Education, Power Structure, Governance, College Administration, Vertical Organization, Decision Making, Professional Personnel, College Faculty, College Administration, Foreign Countries, Higher Education, Power Structure, Governance, College Administration, Vertical Organization, Decision Making, Professional Personnel, College Faculty, Vertical Organization, Foreign Countries, Higher Education, Power Structure, Governance, College Administration, Vertical Organization, Decision Making, Professional Personnel, College Faculty, Decision Making, Foreign Countries, Higher Education, Power Structure, Governance, College Administration, Vertical Organization, Decision Making, Professional Personnel, College Faculty, Professional Personnel, Foreign Countries, Higher Education, Power Structure, Governance, College Administration, Vertical Organization, Decision Making, Professional Personnel, College Faculty, College Faculty, Foreign Countries, Higher Education, Power Structure, Governance, College Administration, Vertical Organization, Decision Making, Professional Personnel, College Faculty, RolePortugal

  • Source: Education Policy Analysis Archives, v26 n135 spec iss Oct 2018. 20 pp.

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Academic Journal

Children's Developing Judgments about the Physical Manifestations of Power

Subjects: Power Structure, Young Children, Adults, Developmental Stages, Muscular Strength, Human Posture, Nonverbal Communication, Social Status, Undergraduate Students, Power Structure, Power Structure, Young Children, Adults, Developmental Stages, Muscular Strength, Human Posture, Nonverbal Communication, Social Status, Undergraduate Students, Young Children, Power Structure, Young Children, Adults, Developmental Stages, Muscular Strength, Human Posture, Nonverbal Communication, Social Status, Undergraduate Students, Adults, Power Structure, Young Children, Adults, Developmental Stages, Muscular Strength, Human Posture, Nonverbal Communication, Social Status, Undergraduate Students, Developmental Stages, Power Structure, Young Children, Adults, Developmental Stages, Muscular Strength, Human Posture, Nonverbal Communication, Social Status, Undergraduate Students, Muscular Strength, Power Structure, Young Children, Adults, Developmental Stages, Muscular Strength, Human Posture, Nonverbal Communication, Social Status, Undergraduate Students, Human Posture, Power Structure, Young Children, Adults, Developmental Stages, Muscular Strength, Human Posture, Nonverbal Communication, Social Status, Undergraduate Students, Nonverbal Communication, Power Structure, Young Children, Adults, Developmental Stages, Muscular Strength, Human Posture, Nonverbal Communication, Social Status, Undergraduate Students, Social Status, Power Structure, Young Children, Adults, Developmental Stages, Muscular Strength, Human Posture, Nonverbal Communication, Social Status, Undergraduate Students, Undergraduate Students, Power Structure, Young Children, Adults, Developmental Stages, Muscular Strength, Human Posture, Nonverbal Communication, Social Status, Undergraduate Students, Attribution TheoryDistrict of Columbia

  • Source: Developmental Psychology, v55 n4 p793-808 Apr 2019. 16 pp.

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Academic Journal

Power-Conscious and Intersectional Approaches to Supporting Student Activists: Considerations for Learning and Development

Subjects: Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, Activism, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, Student Participation, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, Power Structure, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, Social Bias, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, Minority Group Students, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, Student Needs, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, Teacher Role, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, Student Role, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, Teacher Student Relationship, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, College Faculty, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, College Students, Activism, Student Participation, Power Structure, Social Bias, Minority Group Students, Student Needs, Teacher Role, Student Role, Teacher Student Relationship, College Faculty, College Students, Administrator Attitudes

  • Source: Journal of Diversity in Higher Education, v12 n1 p17-26 Mar 2019. 10 pp.

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Academic Journal

Institutionalizing Transformative Learning: The Trees, Then the Forest, Then the Realization

Subjects: Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, Transformative Learning, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, Institutional Mission, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, Strategic Planning, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, Metropolitan Areas, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, Universities, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, Case Studies, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, College Faculty, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, College Students, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, Student Centered Learning, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, Personality Traits, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, Middle Management, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, Power Structure, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, College Administration, Transformative Learning, Institutional Mission, Strategic Planning, Metropolitan Areas, Universities, Case Studies, College Faculty, College Students, Student Centered Learning, Personality Traits, Middle Management, Power Structure, College Administration, CooperationOklahoma

  • Source: Metropolitan Universities, v29 n3 p8-24 Aug 2018. 17 pp.

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Academic Journal

The Policy Filtering Process: Understanding Distinctive State Responses to the National College Completion Agenda in the United States

Subjects: State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, State Policy, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, State Action, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, College Graduates, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Comparative Analysis, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Case Studies, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Educational Policy, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Governance, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Regional Characteristics, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Educational Attainment, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Partnerships in Education, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Administrative Organization, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Power Structure, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Economic Factors, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Educational Administration, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Qualitative Research, State Policy, State Action, College Graduates, Comparative Analysis, Case Studies, Educational Policy, Governance, Regional Characteristics, Educational Attainment, Partnerships in Education, Administrative Organization, Power Structure, Economic Factors, Educational Administration, Qualitative Research, Semi Structured InterviewsTexas, South Carolina, Texas, Texas, South Carolina, South Carolina, Texas, South Carolina, Georgia

  • Source: Education Policy Analysis Archives, v26 n60 May 2018. 28 pp.

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