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  • 1
    Article
    Article
    The Intersection of Cultural Diversity and Special Education in Catalonia: The Subtle Production of Exclusion through Classroom Routines (2017)
    Associated volumes
    In:  Anthropology & education quarterly : journal of the Council on Anthropology and Education Vol. 48, No. 2 (2017), p. 141-158
    Details
    ISSN: 0161-7761
    Language: English
    Titel der Quelle: Anthropology & education quarterly : journal of the Council on Anthropology and Education
    Publ. der Quelle: Hoboken, NJ : Wiley
    Angaben zur Quelle: Vol. 48, No. 2 (2017), p. 141-158
    DDC: 390
    Abstract: Drawing on ethnographic data collected in two primary schools, this paper examines the nature of the exclusion experienced by three children of linguistically, culturally, and socioeconomically diverse families labeled as having special education needs. Ambiguities and dilemmas surrounding the intersection of cultural diversity and special education are described, and ways in which the routines performed in mainstream classrooms produce a seemingly harmless, but pervasive, form of exclusion are discussed.
    Note: Copyright: © 2017 by the American Anthropological Association
    DOI: 10.1111/aeq.12190
    URL: Volltext
    URL: http://onlinelibrary.wiley.com/doi/10.1111/aeq.12190/abstract
    URL: https://search.proquest.com/docview/1889667313
    Library Location Call Number Volume/Issue/Year Availability
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    Article
    OLC Ethnologie
  • 2
    Article
    Article
    The _intersection of cultural diversity and special education in Catalonia : The subtle production of exclusion through classroom routines (2017)
    In:  48/2, 2017, S. 141-158
    Details
    Language: English
    Angaben zur Quelle: 48/2, 2017, S. 141-158
    Note: Alejandro Paniagua
    Library Location Call Number Volume/Issue/Year Availability
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    Article
    Frobenius-Institut
  • 3
    Online Resource
    Online Resource
    Teachers as designers of learning environments : the importance of innovative pedagogies (2018)
    Paris : OECD
    Details
    ISBN: 9789264085374
    Language: English
    Pages: 1 Online-Ressource (206 Seiten) , Illustrationen
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Paniagua, Alejandro Teachers as designers of learning environments
    RVK:
    DN 7000
    RVK:
    DK 1020
    Keywords: Pädagogik ; Lernmethode ; Lehrkräfte ; Education ; Pädagogik ; Lernen ; Lerntechnik
    Abstract: Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of teachers from technicians who strive to attain the education goals set by the curriculum to experts in the art and science of teaching. Seen through this lens, innovation in teaching becomes a problem-solving process rooted in teachers’ professionalism, rather than an add-on applied by only some teachers in some schools. Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies provides a snapshot of innovative pedagogies used in classrooms around the world. It sets the stage for educators and policy makers to innovate teaching by looking at what is currently taking place in schools as potential seeds for change. At the heart of all of these approaches is a sensitivity to the natural inclinations of learners towards play, creativity, collaboration and inquiry. To illustrate how teachers use these innovative practices, the publication presents examples from 27 national and international networks of schools. It is now generally acknowledged that the quality of an education system cannot exceed the quality of its teachers. This volume goes a step further to argue that a teacher cannot help students meet new educational challenges by continuing to draw on a limited and perhaps even inherited set of pedagogies. And here lies the genuine importance of innovative pedagogies.
    DOI: 10.1787/9789264085374-en
    URL: Volltext
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Early Career Teachers : Pioneers Triggering Innovation or Compliant Professionals? (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (53 p.)
    Series Statement: OECD Education Working Papers no.190
    Keywords: Education
    Abstract: New teachers entering the profession are said to bring with them enthusiasm, idealism and recent training – a promising combination for innovative teaching. However, these early career teachers are also commonly portrayed as professionals facing exceptional challenges, with fragile identities who leave the career in high proportions. Can these new teachers help schools to innovate while trying to perform as effective teachers during their initial years? This paper argues that the difficulties most early career teachers encounter, which have largely remained unchanged over the last 50 years, are embedded characteristics of the teaching profession. Further, it discusses the importance of the first five years of the teacher career in acquiring critical professional skills, and highlights the importance of context over experience per se. The paper concludes by making the case that these first five years could work as a residency for early career teachers – similar to that of medical training – where they could receive support to experiment in sheltered environments. This professional residency might represent a policy milestone in the building of a continuum of teachers’ professional growth and development.
    DOI: 10.1787/4a7043f9-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
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