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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 35 1 Misrepresentation of ‘Inclusive Language’: Further Comment on Oliver’s Views ... Sharif Shubha, Naywaz. - : Humanities Commons, 2021 BASE Show details 2 Teaching linguistics attracting black students to linguistics through a black-centered introduction to linguistics course Calhoun, Kendra; Hudley, Anne H.Charity; Bucholtz, Mary... In: Faculty Open Access Publications (2021) BASE Show details 3 SOCIAL ASPECT OF MUSEUM-EDUCATIONAL INTERACTION ; СОЦІАЛЬНИЙ АСПЕКТ МУЗЕЙНО-ОСВІТНЬОЇ ВЗАЄМОДІЇ Filipchuk, N.; Udych, Z. In: Aesthetics and Ethics of Pedagogical Action; No. 23 (2021); 27-42 ; Естетика і етика педагогічної дії; № 23 (2021); 27-42 ; 2616-6631 ; 2226-4051 ; 10.33989/2226-4051.2021.23 (2021) BASE Show details 4 Ideals and Realities of Inclusive Pedagogy-An Autoethnographic Reflection KURIAKOSE, RAISY. - 2021 BASE Show details 5 Neutral Doesn’t Work: The Importance of Educators’ Active Engagement in Creating Racially Inclusive Spaces for Students of Color at Predominantly-White Independent Schools Kurosaka-Jost, Asako. - : eScholarship, University of California, 2020 BASE Show details 6 Los pájaros are feliz and are dreaming about gwiazdy: Facilitating Translingual Creative Writing in the Primary Classroom Barbour, Catherine. - 2020 BASE Show details 7 Marta Mata Garriga: Una maestra buena ; Marta Mata Garriga: A good teacher Lozano Estivalis, María. - : Universidad del Zulia-Venezuela, 2020 BASE Show details 8 Deep teaching in a college STEM classroom Dewsbury, Bryan M. In: Biological Sciences Faculty Publications (2020) BASE Show details 9 Differentiated homework: Impact on student engagement Keane, Gearóid; Heinz, Manuela. - : Scholar Commons, University of South Florida, 2019 BASE Show details 10 Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse ... Levine, Glenn S.; Swanson, Bridget. - : Humboldt-Universität zu Berlin, 2019 BASE Show details 11 Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse Levine, Glenn S.; Swanson, Bridget. - : Humboldt-Universität zu Berlin, 2019 BASE Show details 12 ?The only learning I?m going to get?: Students with intellectual disabilities learning a second language through performative pedagogy Piazzoli, Erika; Kubiak, John. - 2019 BASE Show details 13 Analyzing the Degree of Consensus in Current Academic Literature on Critical Pedagogy O'Sullivan, Carmel; Villanueva, Catalina. - 2019 BASE Show details 14 Culturally inclusive pedagogies Rana, Lata; Culbreath, Yvonne. - 2019 BASE Show details 15 Culturally inclusive pedagogies Rana, Lata; Culbreath, Yvonne. - 2019 BASE Show details 16 Culturally inclusive pedagogies Rana, Lata; Culbreath, Yvonne. - 2019 BASE Show details 17 The co-development of a new inclusive pedagogical planner Wells-Dyck, Alison. - 2019 Abstract: Typically, across Canada, curriculum and special education are separate and distinct branches within provincial departments of education. The development of two branches within one provincial department has created a challenge for classroom teachers expected to integrate provincial curricular and special education mandates. Some teachers have reported they grapple with “curriculum overload” (National Council for Curriculum and Assessment, 2010) while others feel “ill-equipped” to sustain an inclusive pedagogical practice (Black-Hawkins, 2010; Florian, 2008). The purpose of this qualitative collaborative action research study was to co-develop, with teachers, a new Inclusive Pedagogical Planner (IPP). A new IPP intended to support and guide teachers as they integrate provincial mandates regarding curriculum and special education. The central research questions for the study were (1) Can a new IPP, that is useful, practical, and supports and guides an inclusive planning process, be co-developed with classroom teachers, and (2) Can curriculum and inclusion be integrated into a new IPP that facilitates the development or advancement of an inclusive pedagogical practice? Recruited for the study as active collaborators were four middle-years teachers. The active collaborators engaged in every aspect of the study as they contributed to the design, implementation, and critical analysis of the new IPP. The findings initially revealed that this group of teachers grappled with curriculum overload and some felt ill-equipped as they developed or tried to sustain an inclusive pedagogical practice. However, as a result of being a collaborative member of this study and participating in the co-development of the new IPP they identified a positive change in their inclusive pedagogical practice. They also indicated that they benefited from having an opportunity to dialogue with their colleagues and reflect on their own theories and ideas about inclusion and their pedagogical practices regarding the curriculum. Opportunities for further development of the IPP and future research include (a) using new IPP as a teaching tool with undergraduate students, (b) implementation of the IPP with a larger number of participants spanning a broader range of grade-levels and years of teaching experience, and (c) the supporting binder could be enhanced with the addition of new resources. ; February 2019 Keyword: Differentiation; Inclusive pedagogy; Universal design for learning URL: http://hdl.handle.net/1993/33639 BASE Hide details 18 Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom Tabitha Grier-Reed; Anne Williams-Wengerd In: Education Sciences ; Volume 8 ; Issue 4 (2018) BASE Show details 19 Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students McGill, Robert James In: UNF Graduate Theses and Dissertations (2018) BASE Show details 20 Facilitating an Intergenerational Classroom Ferrell, Lee In: Greater Faculties: A Review of Teaching and Learning (2017) BASE Show details Page: 1 2

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