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1
Generating Samples of Diasporic Minority Popula­tions: A Chilean Example
In: Target­ing Inter­national Audiences: Current and Future Approaches to Inter­national Broad­casting Research ; 3 ; CIBAR Proceedings ; 138-149 ; Conference of International Broadcasters' Audience Research Services (CIBAR) ; XX (2022)
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2
Kulturen virtueller Prozessmoderation: Beobachtungen aus der Begleitung eines internationalen Forschungsprojekts
In: interculture journal: Online-Zeitschrift für interkulturelle Studien ; 19 ; 33 ; 125-135 ; Virtuelle Zusammenarbeit (2021)
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3
El diccionario de chilenismos y de otras voces y locuciones viciosas (1901-1918) de Manuel Antonio Román. Contribución al estudio de la lexicografía chilena y española
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4
Reivindicaciones sociales en carátulas de discos de la música independiente chilena
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5
Perfil del profesor de inglés en Chile : quién es y qué enseña
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6
Etnomatemática y multiculturalidad en La educación básica en Chile. El caso de la aritmética mapuche
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7
The importance of physical education and health to be a core subject: Arguments and postures concerning the curricular modifications in Chile
Flandez, Jorge; Vargas, Rodrigo; González, Marcelo. - : Universidad de Alicante. Área de Educación Física y Deporte, 2021
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8
The Archive of the Self: Trans Self-Making and Social Media in Santiago de Chile
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9
«En el nombre de Dios Todopoderoso»: los tratamientos nominales en la «Relación autobiográfica» de Úrsula Suárez (1666-1749)
Rivadeneira-Valenzuela, M. (Marcela); Contreras-Gutiérrez, A. (Alejandra). - : Servicio de Publicaciones de la Universidad de Navarra, 2021. : Pamplona, 2021
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10
Reading Analyses with Chilean Children
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11
Defining Inclusion: Surveying Educator Perceptions and Practices in Chile
In: Doctoral Dissertations (2021)
Abstract: Despite earlier attempts to arrive at unified theories or conceptualizations, the international literature on inclusive education has increasingly documented the proliferation of operationalizations of inclusion in and even within single instances of policy, research, and practice, and called for further scholarly attention to such subjectivity. Specifically, there is a dearth of international research linking definitions to perceptions to practices within special and/or inclusive education, and findings on the efficacy of interventions to promote inclusive education practices in Spanish-speaking contexts or literature are similarly sparse. This study investigates how Latinx educators in K-12 schools conceptualize and practice inclusion with respect to special education needs (SEN) in Chile, the locus of one of the most segregated, free-market education systems in vi the world. It is the first linking educator definitions, perceptions and pedagogical knowledge of inclusion as well as SEN in Chile, validating a comparative special education research instrument for Spanish-speaking education stakeholders interested in how schools and educators approach enacting inclusive praxis. This convergent mixed methods crossectional survey study used the International Survey of Inclusion in Education to gather qualitative and quantitative responses from educators across Chile about their definitions and perceptions of inclusion and special education needs, as well as practical strategy knowledge. A total of 660 individuals accessed the self-administered online survey; based on consent and completion of items, the Likert scale responses from 476 participants were retained in the quantitative analysis, while 468 participants’ definitions of inclusion were reviewed in the qualitative analysis. The findings suggest that in Chile, definitions of inclusion reflect the wide range of influences on educator practice: national legal policy, national grassroots civil rights activism led by student movements for quality, equitable access to free public schooling, and international economic and social hegemony authored by imperial world powers. Educators have a generally positive perception of inclusion and special education needs, but this is inversely related to their self-appraised strategy knowledge related to special education needs—particularly in the case of special educators. The implications for equity-based, intersectional inclusive education within and beyond the territory of Chile are discussed.
Keyword: and Multicultural Education; and Research; Bilingual; Chile; disabilities; Disability and Equity in Education; Educational Assessment; Evaluation; Inclusion; International and Comparative Education; Multilingual; Special Education and Teaching; special education needs; survey; teacher attitudes; teacher knowledge
URL: https://scholarworks.umass.edu/dissertations_2/2163
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3296&context=dissertations_2
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12
“Sobre las traducciones". El pensamiento traductológico británico en Chile a partir de una traducción de Andrés Bello (1838)
In: Mutatis Mutandis: Revista Latinoamericana de Traducción, ISSN 2011-799X, Vol. 14, Nº. 1, 2021, pags. 92-118 (2021)
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13
On the Teachability of Figurative Language: Teachers’ Perceptions of the Role of Metaphor in English Language Teaching in Chile
In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 141-154 (2021) (2021)
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14
Modern Ancient: A Thesis of Poetry
In: Open Access Theses & Dissertations (2021)
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15
Reading as Ritual Response: The Artist’s Books of Cecilia Vicuña [remarks] ...
Phillips Brown, Julie. - : Humanities Commons, 2020
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16
Reading as Ritual Response: The Artist’s Books of Cecilia Vicuña [slides] ...
Phillips Brown, Julie. - : Humanities Commons, 2020
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17
Intimes Sprechen im Spanischen Chiles - Korpus ...
Steinke, Britta. - : Zenodo, 2020
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18
Intimes Sprechen im Spanischen Chiles - Korpus ...
Steinke, Britta. - : Zenodo, 2020
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19
Del barrio a las geografías vecinales: nuevas formas de entender lo vecinal y su papel en la producción de la ciudad
Letelier Troncoso, Luis Francisco. - : Universitat de Barcelona, 2020
In: TDX (Tesis Doctorals en Xarxa) (2020)
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20
Del barrio a las geografías vecinales: nuevas formas de entender lo vecinal y su papel en la producción de la ciudad
Letelier Troncoso, Luis Francisco. - : Universitat de Barcelona, 2020
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