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Transforming Social Inquiry, Transforming Social Action: New Paradigms for Crossing the Theory/Practice Divide in Universities and Communities 2000 Edition
Contributor(s): Sherman, Francine T. (Editor), Torbert, William R. (Editor)

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 ISBN: 0792377877     ISBN-13: 9780792377870
Publisher: Springer
OUR PRICE: $161.49  

Binding Type: Hardcover - See All Available Formats & Editions
Published: April 2000
Qty:

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Additional Information
BISAC Categories:
- Education | Higher
Dewey: 378.103
LCCN: 00020446
Series: International Outreach Scholarship
Physical Information: 0.9" H x 6.4" W x 9.4" L (1.45 lbs) 301 pages
Features: Bibliography, Illustrated, Index
Review Citations: Reference and Research Bk News 11/01/2000 pg. 140
 
Descriptions, Reviews, Etc.
Publisher Description:
John F. Kerry United States Senator If we are to reinvigorate and reinforce civic participation in this country at a time when our society is increasingly fragmented and highly technologically based, we must find a way to unite distinct communities, such as universities, regional and non-profit organizations, and families. We must find ways to link academicians, students, teachers, and professionals with the reality of events and circumstances so that theories and ideas mightily pursued within the "ivory tower" are connected to social reality and useful. As the editors and contributors in this volume point out, the way to bridge theory/practice divide is not merely to interpret and report on circumstances of the real-world; but rather, to deconstruct the separate and distinct communities that exist within our society and actively engage other communities to realize a continuum of mutual understanding, collaboration, and action. It is crucial to include our nation's public schools in this new approach of social inquiry and social action. Improving and creating educational opportunity for all children in the United States has been an ongoing critical federal issue. We know that when children achieve in school they have a much greater chance of living healthy, productive adult lives that will benefit themselves and society, and we know that increasing the base of stakeholders in children's education yields those positive results.
 
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