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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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Mentoring als Unterstützungsmaßnahme bei Vorwissenschaftlichen Arbeiten
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Curriculum reform in Indonesia: moving from an exclusive to inclusive curriculum ; Kurikularna prenova v Indoneziji: prehod od izkljucujocega k vkljucujocemu kurikulumu
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In: CEPS Journal 9 (2019) 2, S. 53-72 (2019)
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Bambine e ragazzi bilingui nelle classi multietniche di Torino
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Anke Wegner / Inci Dirim (Hrsg.): Mehrsprachigkeit und Bildungsgerechtigkeit. Erkundungen einer didaktischen Perspektive. Opladen / Berlin / Toronto: Barbara Budrich 2016 (322 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 15 (2016) 4 (2016)
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Anke Wegner / Inci Dirim (Hrsg.): Mehrsprachigkeit und Bildungsgerechtigkeit. Erkundungen einer didaktischen Perspektive. Opladen / Berlin / Toronto: Barbara Budrich 2016 (322 S.) [Rezension] ...
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Rezension: Petia Genkova & Andrea E. Abele (Hrsg.) (2008). Lernen und Entwicklung im globalen Kontext. "Heimliche Lehrpläne" und Basiskompetenzen
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 12 ; 2 ; 10 ; Genkova, Petja ; Abele, Andrea E. ; 2008 ; Lernen und Entwicklung im globalen Kontext: "heimliche Lehrpläne" und Basiskompetenzen ; Perspektiven politischer Psychologie, Bd. 3 ; Lengerich ; Pabst ; 978-3-89967-477-4 (2012)
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Immigrant students' achievements in Croatia, Serbia and Slovenia in context ...
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Immigrant students' achievements in Croatia, Serbia and Slovenia in context
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In: CEPS Journal 1 (2011) 3, S. 31-51 (2011)
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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Research and development in adult education. Fields and trends ...
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| 12 |
Research and development in adult education. Fields and trends
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Oliver, Esther. - : Verlag Barbara Budrich, 2010. : Opladen u.a., 2010. : pedocs-Dokumentenserver/DIPF, 2010
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In: Opladen u.a. : Verlag Barbara Budrich 2010, 135 S. - (Study guides in adult education) (2010)
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What is the Australian model for managing cultural diversity?
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Tanja Tajmel / Klaus Starl (Hrsg.): Science Education Unlimited. Approaches to Equal Opportunities in Learning Science. Münster: Waxmann 2009 (229 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 8 (2009) 3 (2009)
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Jörg Ramseger / Matthea Wagener (Hrsg.): Chancenungleichheit in der Grundschule. Ursachen und Wege aus der Krise (Jahrbuch Grundschulforschung, Band 12). Wiesbaden: VS Verlag 2008 (306 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 8 (2009) 1 (2009)
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Tanja Tajmel / Klaus Starl (Hrsg.): Science Education Unlimited. Approaches to Equal Opportunities in Learning Science. Münster: Waxmann 2009 (229 S.) [Rezension] ...
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Teacher candidates' attitudes toward immigration and teaching learners of English as a second language
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2009)
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Abstract:
While in theory, democratic ideals promise the equal participation of all its citizens in the decisions that affect them, in practice some populations, i.e., those who do not possess membership to the dominant cultural group, often miss out on the privileges a democratic society is supposed to ensure. Critical theorists pointed out that "democracies like ours exhort equal opportunity but often ignore ways in which our schools operate unconsciously and unknowingly to guarantee that there will be no real equality" (McLaren, 2007, p. 176). In the education arena, inequitable treatment has received significant attention, perhaps due to the glaring repercussions such treatment has on children. For example, the Committee on Multicultural Education of the American Association of Colleges for Teacher Education, AACTE (2002), called attention to our school systems' failure to address the educational needs of culturally and linguistically diverse students. This study focused on linguistically diverse students, also referred to as learners of English as a second Language (L2). In order for teacher educators to prepare teachers who are able to meet the needs of L2 learners, they must have access to several types of information, including what characterizes an effective teacher for L2 learners. In 1996, Garcia conducted a review of such characteristics, among which he identified disposition and affect. Many agree that teachers' dispositions and affective views, also referred to as attitudes , influence teaching practice (e.g., Pajares, 1992; Pohan, 1994; Reeves, 2006; Richardson, 1996; Stuart & Thurlow, 2000). In research, teachers' attitudes have been construed differently. This study evaluated teachers' attitudes based on their alignment with the ideals of democratic education, which include equality, participation, access, and opportunity. Due to the absence of research defining attitudes in this way, and the paucity of quantitative measurement in the area of teachers' attitudes toward L2 learners, this study's goals were (1) to design and validate a quantitative instrument to measure teachers' attitudes toward L2 learners; (2) to describe teachers' personal and professional attitudes, in this case, attitudes toward immigration and attitudes toward L2 learners, respectively; and (3) to compare personal and professional attitudes of various demographic groups within the participant pool. Results indicated that the survey designed for this study was valid and reliable. Findings also showed that nearly one third ( n = 51) of participants had somewhat negative to negative attitudes toward immigration and one fifth ( n = 32) of participants had somewhat negative to negative attitudes toward L2 learners. Considering also the demographic characteristics found to be related to more inclusive attitudes, two main recommendations were made for teacher education: (1) teachers should have second language-related experience, such as foreign language study, and (2) teacher preparation that informs candidates about immigration in the U.S., as well as education about best methods for teaching L2 learners in the mainstream classroom, is essential. This study's results also led to several suggestions for future qualitative and quantitative research in this area.
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Keyword:
and Multicultural Education; Bilingual; Critical pedagogy; Democratic education; English as a second language; English language learners; Equal access; Equal education opportunities; Immigration; Mainstreaming; Multilingual; Professional development; Second language learners; Surveys; Teacher attitudes; Teacher candidates; Teacher Education and Professional Development
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URL: https://digitalscholarship.unlv.edu/thesesdissertations/140
https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1137&context=thesesdissertations
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Einführung: Ethnische Vielfalt und Mehrsprachigkeit an Schulen
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In: Dirim, Inci [Hrsg.]; Hauenschild, Katrin [Hrsg.]; Lütje-Klose, Birgit [Hrsg.]; Löser, Jessica M. [Hrsg.]; Sievers, Isabel [Hrsg.]: Ethnische Vielfalt und Mehrsprachigkeit an Schulen. Beispiele aus verschiedenen nationalen Kontexten. Frankfurt am Main : Brandes & Apsel 2008, S. 9-21 (2008)
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Einführung: Ethnische Vielfalt und Mehrsprachigkeit an Schulen ...
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| 20 |
Schriftspracherwerb und soziale Ungleichheit. Zwischen kompensatorischer Erziehung und Family Literacy ...
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null. - : Deutsche Gesellschaft für Lesen und Schreiben, 2006
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