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Anschlussstellen zwischen Sprachbildung und adaptiver Lehrkompetenz für den inklusiven Unterricht ...
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Anhang – Verlaufspläne für die Lehr-Lern-Bausteine ...
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null. - : Verlag Julius Klinkhardt, 2020
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Anhang – Verlaufspläne für die Lehr-Lern-Bausteine
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 193-200. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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| 5 |
Anschlussstellen zwischen Sprachbildung und adaptiver Lehrkompetenz für den inklusiven Unterricht
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 37-44. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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Der Baustein Sprachbildung: ein Lehr-Lern-Angebot für die inklusionssensible fachdidaktische Lehre
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 99-110. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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Adaptación curricular: gamificación, el aula invertida y la aplicación de métodos mnemotécnicos
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In: Estudios interlingüísticos, ISSN 2340-9274, Nº. 8, 2020, pags. 111-123 (2020)
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The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality ...
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The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality
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In: Educational assessment, evaluation and accountability 31 (2019) 2, S. 201-220 (2019)
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Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques
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In: Education Sciences ; Volume 9 ; Issue 2 (2019)
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Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment
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In: Practical Assessment, Research, and Evaluation (2019)
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Disruptive behav.
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In: http://www.mcser.org/journal/index.php/jesr/article/download/6322/6060/ (2015)
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Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator?
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In: Learning and instruction 39 (2015), S. 184-193 (2015)
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Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions
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In: Faculty of Social Sciences - Papers (Archive) (2014)
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Negotiating for meaning: Papers on foreign language teaching and testing
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How effective are technology-enhanced teaching techniques in the EFL classroom?
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Alberth. - : Curtin University, 2010
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The "Classroom Ticket" to Concept Retention
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In: International Journal for the Scholarship of Teaching and Learning (2010)
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A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales
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Abstract:
This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully. ; PhD Doctorate
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Keyword:
adhocratic solutions; anti-discrimination legislation; auditory aids; classroom observation; co-enrolment; differentiation; discourse types; Iniation Response Evaluation; integration; interactive learning; International legislation; interpreting; issues; itinerant teachers; literacy learning; qualitative research; Regular Education Initiative; residential segregated schools; semi-structured interviews; special education; support modes; teaching styles; theories of language acquisition; validation techniques; visual aids; visual and auditory languages
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URL: http://hdl.handle.net/1959.13/24990
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| 19 |
Formative and Summative Assessment Techniques for Continuous Agricultural Technology Classroom Improvement
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In: Agricultural and Biosystems Engineering Publications (2004)
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Turning frustration into success for English language learners.
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In: USF St. Petersburg campus Faculty Publications (1999)
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