Appraisals and de/legitimation of classroom well‐being: A study based on Chilean students' voices

This study analysed, from a social justice perspective, how students from two Chilean public schools evaluate, legitimise and delegitimise processes and social actors associated with classroom well‐being. Using a participatory qualitative design, fifty‐nine (59) seventh grade students were asked to...

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Veröffentlicht in:	Children & society 2021-03, Vol.35 (2), p.274-294
Hauptverfasser:	Ramírez‐Casas del valle, Lorena P., López Leiva, Verónica A., Baeza Duffy, Patricia M.
Format:	Artikel
Sprache:	eng
Schlagworte:	appraisal Classrooms Learning Learning disabilities Legitimation legitimisation Photography Public schools Punishment schools Social justice Students Teachers Technology well‐being
Online-Zugang:	Volltext
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