Elements of social justice & perceptions of their influence on student learning : a case study (Record no. 19958)

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005 - DATE AND TIME OF LATEST TRANSACTION
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Fares, Linda
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Elements of social justice & perceptions of their influence on student learning : a case study
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences
Date of publication, distribution, etc. 2009
300 ## - PHYSICAL DESCRIPTION
Extent 86 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Social justice means equality for all people, distribution of fairness regardless of class, gender, race, religion, age, ethnicity, disability or health. Social justice is fundamental to good education. Literature says it is very important to examine the presence of social justice in schools because it improves fairness and students' achievement. This project investigated the presence or absence of social justice elements in a low-middle class school in Lebanon. In this study, the researcher examined three different elements of social justice/injustice: 1) Individualized learning, 2) Enhancement of students’ self-esteem, and 3) Inclusion or catering for students with special needs, as reflected in various school practices. It also examined how teachers and students perceive the impact of these elements on the process of teaching and learning at school. This study was conducted using observation of classroom sessions, semi-structured interviews conducted with students, coordinators and the school supervisor, and questionnaires that were administered to teachers in order to achieve triangulation. Results showed that individualized instruction and enhancement of students' self-esteem are present in the school. However there is no proper care for students with learning disabilities. Implications and recommendations for practice are that a special program for students with learning disabilities should be implemented in the school, and teachers should be more involved and better trained to deal with such students.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element العدالة الاجتماعية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Justice sociale
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Social Justice
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students Attitudes and Conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف الطلبة وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=65975">http://search.shamaa.org/FullRecord?ID=65975</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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