Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network
Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network
dc.contributor.author | Rood, Carrie Eileen | |
dc.date.accessioned | 2018-10-05T21:22:17Z | |
dc.date.available | 2018-10-05T21:22:17Z | |
dc.date.issued | 2018 | |
dc.description.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. | |
dc.identifier.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). | |
dc.identifier.issn | 1552-9215 | |
dc.identifier.uri | http://hdl.handle.net/10125/58915 | |
dc.language.iso | eng | |
dc.publisher | University of Hawaii at Manoa -- Center on Disability Studies | |
dc.relation.ispartofseries | vol. 14, no. 3 | |
dc.subject | Teacher Support; Support Networks; Administrative Support | |
dc.title | Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network | |
dc.type | Other | |
dc.type.dcmi | Text |
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