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De la méthodologie expérimentale à la recherche interventionniste. Contribution à une approche socio-anthropologique de l'école et de la société inclusives [Volume 1. Note de synthèse]
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In: https://hal.univ-reunion.fr/tel-03207179 ; Education. Université de La Réunion, 2021 (2021)
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Récits de soi de jeunes vivant avec la mucoviscidose
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In: ISSN: 2609-5211 ; La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211) ; https://hal.archives-ouvertes.fr/hal-03256935 ; La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211), INSHEA, 2021, Varia, 2 (89-90), pp.65-87 (2021)
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Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment
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In: Sustainability ; Volume 13 ; Issue 22 (2021)
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Practising inclusive education in an Indian context: Taking the agenda forward
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Nath, Seema. - : University of Cambridge, 2021. : Hughes Hall, 2021
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Diversity of origin and socioeconomic status in a school in Gipuzkoa: dialogue with families ; Diversidad de origen y socioeconómica en una escuela de Gipuzkoa: diálogo con las familias
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In: Educatio Siglo XXI; Vol. 39 No. 1 (2021): Research on academic writing programs at Latin American universities; 327-348 ; Educatio Siglo XXI; Vol. 39 Núm. 1 (2021): La investigación universitaria en centros y programas latinoamericanos de escritura académica; 327-348 ; 1989-466X ; 1699-2105 (2021)
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El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 66, 2021, pags. 21-31 (2021)
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
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In: National Youth Advocacy and Resilience Conference (2020)
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Marta Mata Garriga: Una maestra buena ; Marta Mata Garriga: A good teacher
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Sink or Swim: Socio-Cultural Immersion for Preservice Teacher Understanding
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In: National Youth Advocacy and Resilience Conference (2019)
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Implementación y generalización de SAAC en contextos de educación especial
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Addressing the Needs of Middle School English Learners Through Inclusion in General Education Classrooms: A Case Study of a Midwestern Metropolitan Public School District
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In: Educational Administration: Theses, Dissertations, and Student Research (2019)
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Abstract:
A significant shift in student demographics in United States public schools has summoned the attention and action of public school educators to address the needs of English learners (ELs) who are required to meet the same academic standards as their English-speaking peers. Across the nation, school administrators, teachers, and other education specialists face challenges in fully meeting the academic demands of ELs, especially when including the students in general education classrooms. The purpose of this qualitative descriptive case study was to examine the implementation of inclusive practices, or specific instructional and academic supports that teachers provide to ELs, in middle school, core-subject-area classes at a Midwestern metropolitan public school district. Part of the qualitative research design included data collected from 20 interviews of school principals, core-subject-area teachers, instructional coaches, and other educational specialists, in order to share their perspectives and current reality regarding inclusive practice supports for ELs. Twelve observations of Professional Learning Community (PLC) sessions also contributed data on teacher collaboration to better serve ELs in core classrooms. When analyzing the interview and observation data, four major findings were identified that align with the purpose of the study, research questions, conceptual framework, and the literature review. The findings include an understanding that all ELs have varied backgrounds, experiences, and skills; that there are specific instructional implications which teachers must be aware of and apply in their teaching practices; the need for explicit professional development to be provided to educators regarding ELs and how they best learn; and that purposeful collaboration efforts among educators is crucial to student success. The study found that all participants agree to a shared responsibility for students, and to improve the education of ELs, it is imperative for educators to refine their personal knowledge, understanding, commitment, and other elements of working with students to the best of their abilities. It was concluded that if all these conditions are addressed and implemented to a high degree, ELs will be successful at school and meet the same academic standards as their English-speaking peers. This dissertation study was completed in tandem with another researcher colleague and doctoral candidate who was focused on high school educators (grades nine through 12) at the same study site, which allows for the potential to further define inclusion for ELs and to offer clarity regarding the implementation of inclusive practice strategies provided by secondary general-education teachers. Advisor: Kent Mann
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Keyword:
and Multicultural Education; Bi/Multilingual; Bilingual; Education; English as a Second Language; English Learners; General Education; Inclusion; Inclusive Practices; Middle School; Multilingual
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URL: https://digitalcommons.unl.edu/cehsedaddiss/304
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1315&context=cehsedaddiss
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Die Staatliche Europa-Schule Berlin
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In: Europäische Erziehung 48 (2018) 1, S. 12-16 (2018)
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L’éducation inclusive comme perspective pour comprendre la mobilisation d’écoles primaires montréalaises qui conjuguent défavorisation et défis relatifs à la diversité ethnoculturelle
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Les pratiques de quatre directions d'écoles secondaires en milieu pluriethnique: une étude exploratoire montréalaise
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Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect
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In: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510729562168206 (2017)
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Elaboración y evaluación de un proyecto basado en la metodología del aprendizaje basado en proyectos: “Un viaje virtual hacia la Tierra”
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BAPNE Method, Developmental Dyslexia and Inclusive Education: Cognitive, Socio-Emotional and Psychomotor Stimulation in Secondary School. A Practical Resource for Education within a Cross Curriculum
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Meaning Across Difference: Exploring Intercultural Communication Strategies in an Alaska-Kenya Collaboration
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1469088653 (2016)
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