书评：认证很重要：承认流离失所和难民学生的学习成就

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2020-12-01 DOI:10.1177/1475240920977252

Hana Kanan EdD

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引用次数: 7

摘要

Levy J R和Fox R(2015)国际环境下的职前教师准备。在海登M，利维J和汤普森J(编)。SAGE国际教育研究手册，第二版。伦敦:SAGE，第275-297页。《核心教学标准:国家对话的资源》(2011)。可在:http://www.ncate.org/~/media/Files/caep/accreditation-resources/intasc-teacher-standards.pdf

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Book Review: Certification Counts: recognizing the learning attainments of displaced and refugee students

Levy J R and Fox R (2015) Pre-service teacher preparation for international settings. In Hayden M, Levy J and Thompson J (eds). The SAGE Handbook of Research in International Education, 2nd ed. London: SAGE, pp. 275–297. NCATE (2011) InTASC: Model Core Teaching Standards: a Resource for State Dialogue. Available at: http://www.ncate.org/~/media/Files/caep/accreditation-resources/intasc-teacher-standards.pdf

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.