Please use this identifier to cite or link to this item:
Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network
|801-5269-6-PB.pdf||194.32 kB||Adobe PDF||View/Open|
|801-5268-6-PB.docx||46.19 kB||Microsoft Word XML||View/Open|
|Title:||Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network|
|Authors:||Rood, Carrie Eileen|
|Keywords:||Teacher Support; Support Networks; Administrative Support|
|Publisher:||University of Hawaii at Manoa -- Center on Disability Studies|
|Citation:||Rood, C. E. (2018). Socially just educators staying true to themselves: The role of administrators within or outside of their social support network. Review of Disability Studies: An International Journal, 14(3).|
|Series:||vol. 14, no. 3|
|Abstract:||The paper will highlight the specific relationship between administrative support in either fostering socially just educators [with a specific focus on Disability Studies in Education (DSE) teaching identity] or disempowering and disenfranchising them. It will explore this phenomenon, and describe the connection between administrative support, teacher identity and resiliency.|
|Appears in Collections:||
RDS Volume 14, No. 3|
Please email email@example.com if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.