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Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough
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In: Estrada, Peggy. (2018). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal, 55(2). UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/6wh423bk (2018)
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| 82 |
Prioritizing Multilingualism in U.S. Schools: States’ Policy Journeys to Enact the Seal of Biliteracy
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In: Education: School of Education Faculty Publications and Other Works (2018)
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| 83 |
Bambine e ragazzi bilingui nelle classi multietniche di Torino
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| 84 |
The Teaching of French in interwar Hungary : actors, tools, representations. ; La didactique du français dans la Hongrie de l'entre-deux-guerres : acteurs, outils, représentations
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In: https://tel.archives-ouvertes.fr/tel-02081516 ; Linguistique. Université Sorbonne Paris Cité, 2018. Français. ⟨NNT : 2018USPCF037⟩ (2018)
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| 85 |
Politics of multilingualism in Roma education in early Soviet Union and its current projections
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In: Social Inclusion ; 5 ; 4 ; 48-59 ; Multilingualism and social inclusion (2018)
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| 86 |
A comparative study on objectives and components of writing skill in national curriculum of Iran and America (New Jersey) at high school
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In: International Letters of Social and Humanistic Sciences ; 70 ; 70-80 (2018)
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| 87 |
Fostering social inclusion through multilingual habitus in Estonia: a case study of the open school of Kalamaja and the Sakala Private School
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In: Social Inclusion ; 5 ; 4 ; 98-107 ; Multilingualism and social inclusion (2018)
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| 88 |
Tecnologías de información en instituciones de educación superior, crisis económica y necesidad de diagnósticos para su incorporación: el caso de la Universidad Pedagógica Nacional
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In: Revista Mexicana de Ciencias Políticas y Sociales ; 52 ; 209 ; 85-100 (2018)
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| 89 |
Language Provision in Education: A View from Scotland
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In: Social Inclusion ; 5 ; 4 ; 78-86 ; Multilingualism and Social Inclusion (2018)
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| 90 |
Deaf learners' experiences in Malaysian schools: access, equality and communication
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In: Social Inclusion ; 6 ; 2 ; 46-55 ; Global perspectives on disability (2018)
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| 91 |
La autonomía claustral: el caso de la Universidad Nacional de México (1929-1944)
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In: Revista Mexicana de Ciencias Políticas y Sociales ; 44 ; 177-8 ; 159-220 (2018)
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Abstract:
El trabajo trata sobre uno de los modelos de autonomía encontrados en la historia universitaria latinoamericana del siglo XX, el claustral, configurado a partir del periodo vivido por nuestra Universidad Nacional durante los periodos de "autonomía limitada" (1929-1933) y "absoluta" (1933-1944). Por autonomía claustral se entiende la capacidad universitaria de generar alternativas profesionales, científicas y humanísticas, a través del ejercicio de sus facultades organizacionales e intelectuales, aunque socialmente inviables, dado su carácter "cientificista o culturalista de las mismas", pero sobre todo, por la dialéctica conflictiva con el Estado y la sociedad. El estudio de nuestra universidad, en tales periodos, revela un enclaustramiento academicista y una dinámica conflictiva con el poder público, que le provocó una grave crisis institucional que puso en peligro la viabilidad misma de la casa de estudios. ; The work tries on one of the opposing models of autonomy in the university history of the XX century, the claustral one. This model was elaboratedstarting from the study of the period lived by our National University during the periods of "limited autonomy" (1929-1933) and "absolute" (1933-1944). For claustral autonomy understandseach otherthe university capacity to generate professional, scientific and humanistic alternatives (through the exercise of their organizational abilities and intellectuals), although not viable, given their charaaer "acade-micista" and for their dialectical one conflicting with the State. The study cf our National University reveals an "enclaustramiento academicista" and a problematical dynamic with the public power that it revealed a senous institutional crisis to the degree of being in danger the same viability of the house of studies.
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Keyword:
Allgemeines; Basic Research; Bildung und Erziehung; Economics of Education; Education; Educational Policy; Entwicklung und Geschichte der Erziehungswissenschaft; General Concepts and History of Education and Pedagogics; Macroanalysis of the Education System; Makroebene des Bildungswesens; Methoden; spezielle Theorien und Schulen
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URL: https://doi.org/10.22201.fcpys.2448492xe.2000.177-8.48924
https://www.ssoar.info/ssoar/handle/document/59611
http://nbn-resolving.org/urn:nbn:de:0168-ssoar-59611-1
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| 92 |
Bildungszugänge und Bildungsübergänge von Kindern im Alter von 0 bis 18 Jahren im Bezirk Berlin-Mitte - 1. Projektbericht: Eine Charakterisierung des Bezirks und erste Befunde
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In: 100 (2018)
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| 93 |
Cognitive Assessment of Culturally and Linguistically Diverse Students:Evidence for Current Practices
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In: Thinking Matters Symposium Archive (2018)
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| 94 |
Can Schools be Reformed by Reforming Assessment?: The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes
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In: Doctoral Dissertations (2018)
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| 96 |
Els usos lingüístics a les aules de secundària de Catalunya i el País Valencià: l'estudiantat i el professorat com a actors de la política lingüística educativa
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| 97 |
Interesse an Deutsch als Zweitsprache mit Japanisch als Erstsprache in Wien
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| 98 |
I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
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| 99 |
The influence of gender and cultural sensitivity policies on Austrian EFL textbooks
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