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Girl-Focused Theory
Falci, Hill Collins, Lorde, Johnson Reagon,
Practice
Multiplicity of viewpoints have voice
Opportunities for ethical choice making
Relationships help build resiliency
Reverse declining interest in math, science, technology and physical activity
Frame barriers not as biological destiny but as systemic challenges
Gender, race, and class are every day experiences. |
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Organizational Development Theory
Argyris, Wheatley, Eoyang, Moss-Kanter
Practice
Organization of reflective practitioners
LJA is a fractal organization
Organization is open within a structure
Communication is vital to success
Critical mass of girls is key to the learning environment
Replicable non-proprietary cost effective system
Students acquire critical thinking capacity, and ethical decision-making skills. |
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Teaching and Learning Theory
Gattegno, Vygotsky, Lewin, Dewey, Freire
Practice
Rigorous academics
Inquiry based environment where challenging problems are posed
Social Interaction
Higher order thinking
Interdisciplinary, experiential, multi-grade
Prep for future – high school and college
History and contributions of women throughout curriculum |
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Climate Theory
Adler, Bempechat, Benard, Kohlberg
Practice
Sense of belonging to something larger than self
Able to make a significant contribution
Safety - emotional, physical, intellectual, social
Environment builds resiliency
Opportunities for ethical leadership
Agreements are constructed
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