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Misrepresentation of ‘Inclusive Language’: Further Comment on Oliver’s Views ...
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Teaching linguistics attracting black students to linguistics through a black-centered introduction to linguistics course
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In: Faculty Open Access Publications (2021)
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SOCIAL ASPECT OF MUSEUM-EDUCATIONAL INTERACTION ; СОЦІАЛЬНИЙ АСПЕКТ МУЗЕЙНО-ОСВІТНЬОЇ ВЗАЄМОДІЇ
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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)
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Ideals and Realities of Inclusive Pedagogy-An Autoethnographic Reflection
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Neutral Doesn’t Work: The Importance of Educators’ Active Engagement in Creating Racially Inclusive Spaces for Students of Color at Predominantly-White Independent Schools
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Los pájaros are feliz and are dreaming about gwiazdy: Facilitating Translingual Creative Writing in the Primary Classroom
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Marta Mata Garriga: Una maestra buena ; Marta Mata Garriga: A good teacher
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Deep teaching in a college STEM classroom
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In: Biological Sciences Faculty Publications (2020)
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Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse ...
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Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse
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?The only learning I?m going to get?: Students with intellectual disabilities learning a second language through performative pedagogy
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Analyzing the Degree of Consensus in Current Academic Literature on Critical Pedagogy
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Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom
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In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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Abstract:
While primary and secondary teachers are legally required to adhere to inclusion guidelines for students experiencing disabilities, instructors in higher education have had more leeway to operate under a more traditional paradigm which can marginalize rather than include students in the classroom. Furthermore, students experience exclusion for reasons other than and in addition to disabilities, including, race, ethnicity, language, gender, and sexual orientation. Inorderto advance inclusion for all students in the higher education classroom, we propose integrating universal design, culturally sustaining pedagogy, and constructivist approaches to teaching and learning. We aim to not only forward an integrative theoretical framework for inclusive pedagogy grounded in a constructivist perspective, but to also provide practical strategies that promote a more inclusive undergraduate classroom.
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Keyword:
constructivism; culturally sustaining pedagogy; inclusive pedagogy; undergraduate classroom; universal design
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URL: https://doi.org/10.3390/educsci8040167
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Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students
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In: UNF Graduate Theses and Dissertations (2018)
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Facilitating an Intergenerational Classroom
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In: Greater Faculties: A Review of Teaching and Learning (2017)
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