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Through Glazier’s teaching and research, she seeks to support pre-service and in-service teachers in creating and enacting meaningful, equitable and transformative curricula and pedagogy. Her current scholarship explores the potential of embedding experiential education in teacher education to shift pre-service and in-service teachers’ beliefs and practices and their PK-12 students’ experiences of school. Her work is guided by commitments to equity and social justice, informed by her extensive work with school and community partners, including in her role as a high school English teacher, a facilitator of school-based communities of practice and active participant in district-wide initiatives to support equity in schools. Glazier’s scholarship has been highlighted in such journals as Harvard Educational Review, Teachers College Record, The Journal of Experiential Education, The New Educator and Teaching Education.
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论文共 28 篇作者统计合作学者相似作者
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Andreas Bonnet,Jocelyn Glazier
TEACHERS AND TEACHINGpp.1-17, (2023)
Zeitschrift für sportpädagogische Forschungno. 1 (2020): 23-44
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