Literaturnachweis - Detailanzeige
| Autor/inn/en | Caldwell, Kelly; Crandall, Keay; Matos, Michael; Raymond, Becky; Sharma, Renuka; Harrington, April |
|---|---|
| Titel | Instructional Practices and Learner Engagement and Program Development and Innovations: Lessons in Equity and Inclusion |
| Quelle | In: COABE Journal: The Resource for Adult Education, 11 (2022) 2, S.136-147 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Inclusion; COVID-19; Pandemics; Adult Education; Social Bias; Technological Literacy; Access to Computers; Educational Technology; Public Schools; Employment Qualifications; Advocacy; Equal Education; Illinois (Chicago) |
| Abstract | ScaleLIT encountered unique challenges surrounding equity and inclusion due to changes brought about by COVID-19. Our position as a coalition that supports a variety of local, state, and national initiatives makes us a key player in the integration of leading with learning, not with technology; the implementation of Navigators and One Stop Operator at Cook County American Job Centers; and organizing virtual advocacy efforts to gain more involvement from community members and elected officials. (As Provided). |
| Anmerkungen | Coalition on Adult Basic Education. PO Box 1820 Cicero, NY 13039. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: https://coabe.org/coabe-journal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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