標(biāo)題: Titlebook: Education, Equity and Inclusion; Teaching and Learnin Diane B. Hirshberg,Mhairi C. Beaton,Janette Peltok Book‘‘‘‘‘‘‘‘ 2023 The Editor(s) (i [打印本頁(yè)] 作者: 古生物學(xué) 時(shí)間: 2025-3-21 16:30
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書目名稱Education, Equity and Inclusion網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書目名稱Education, Equity and Inclusion被引頻次
書目名稱Education, Equity and Inclusion被引頻次學(xué)科排名
書目名稱Education, Equity and Inclusion年度引用
書目名稱Education, Equity and Inclusion年度引用學(xué)科排名
書目名稱Education, Equity and Inclusion讀者反饋
書目名稱Education, Equity and Inclusion讀者反饋學(xué)科排名
作者: progestogen 時(shí)間: 2025-3-21 20:22
Public Administration and the Reform Agenda Madden’s (2015) pedagogical pathways in Indigenous teacher education were used. The pathways are learning from traditional Indigenous modes of teaching, pedagogy for decolonizing, Indigenous and antiracist education, and Indigenous and placed-based education. Traditions, traditional knowledge and t作者: 原諒 時(shí)間: 2025-3-22 02:57
Constructing the EU‘s Political Identitytion efforts to reverse language shift but the forms vary. The chapter concludes with some emerging recommendations for the successful maintenance and revitalisation of minority heritage and Indigenous languages in the twenty-first century despite the continued dominance of surrounding majority lang作者: DRILL 時(shí)間: 2025-3-22 07:54 作者: Pessary 時(shí)間: 2025-3-22 12:16 作者: 無(wú)法解釋 時(shí)間: 2025-3-22 16:15
Construction Inspection Handbookp. This insight may help practitioners actively mitigate turnover among school teachers and underlines the potential that lies in the intersection between public management and community psychology for both practitioners and researchers.作者: 無(wú)法解釋 時(shí)間: 2025-3-22 19:31
https://doi.org/10.1007/978-1-4757-1191-2aching in a small school with few pupils. Alongside the subject orientation, the chapter also discusses the Norwegian Core curriculum’s focus on social learning and how this is an important fourth element when working towards a practice that is inclusive and adapted to the individual pupil.作者: OTHER 時(shí)間: 2025-3-23 00:56 作者: 歪曲道理 時(shí)間: 2025-3-23 02:00
2510-0475 oresustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering communi978-3-030-97462-6978-3-030-97460-2Series ISSN 2510-0475 Series E-ISSN 2510-0483 作者: 原告 時(shí)間: 2025-3-23 08:04 作者: 抗生素 時(shí)間: 2025-3-23 13:24
Introduction: Education, Equity and Inclusion for a Sustainable North,hile each can be read as a standalone piece, the collection as a whole gives a robust and unique set of insights into equity and inclusion issues in education across the circumpolar north. In this introduction, we provide a brief overview of the chapters.作者: NEG 時(shí)間: 2025-3-23 16:00
,Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Madden’s (2015) pedagogical pathways in Indigenous teacher education were used. The pathways are learning from traditional Indigenous modes of teaching, pedagogy for decolonizing, Indigenous and antiracist education, and Indigenous and placed-based education. Traditions, traditional knowledge and t作者: 雜役 時(shí)間: 2025-3-23 19:46 作者: itinerary 時(shí)間: 2025-3-23 22:52
,Does it Matter Where You Live? Young People’s Experiences of Educational Transitions from Basic Edurents expected them to be more autonomous than before. Young people leaving their communities encountered diverse challenges. On the other hand, some of the young people who continued their studies in the small community were worried about their privacy and had a fear of stigmatisation. As an answer作者: 軟膏 時(shí)間: 2025-3-24 05:00
,Collaborative Pedagogies: Seeking and Finding Truth Within Indigenous Children’s Literature Throughng Indigenous perspectives and ways of knowing into elementary classrooms. In conclusion, we discuss implications for teachers’ practice and the need for further research as we continue the important work towards truth and reconciliation.作者: 和藹 時(shí)間: 2025-3-24 07:28
,A Walk on the Wild Side – On the Motivation of Immigrant Workers to Provide Public Service in Greenp. This insight may help practitioners actively mitigate turnover among school teachers and underlines the potential that lies in the intersection between public management and community psychology for both practitioners and researchers.作者: 珍奇 時(shí)間: 2025-3-24 13:45
Multi-grade Teaching in a Small Rural School in Northern Norway,aching in a small school with few pupils. Alongside the subject orientation, the chapter also discusses the Norwegian Core curriculum’s focus on social learning and how this is an important fourth element when working towards a practice that is inclusive and adapted to the individual pupil.作者: mettlesome 時(shí)間: 2025-3-24 15:29 作者: 較早 時(shí)間: 2025-3-24 20:54
,Correction to: Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones 作者: immunity 時(shí)間: 2025-3-25 00:29 作者: 親愛(ài) 時(shí)間: 2025-3-25 03:29
Fostering Professional Development for Inclusive Education in Rural Iceland: A Collaborative Actiondistance learning module for diverse participants. The authors discuss how they explored how they were able to be inclusive throughout the course as well as the insights they gained into how course participants developed their own inclusive practice and pedagogy.作者: lactic 時(shí)間: 2025-3-25 11:23
https://doi.org/10.1007/978-3-662-55612-2ulture and conditions for development, and how reforms inspired by foreign countries do not make sense if country and regional specific contexts, needs, stakeholder involvement and capacity building are not considered.作者: Campaign 時(shí)間: 2025-3-25 13:41
Damjan Vavpoti?,Marko Bajec,Marjan Krisperp between language and identity in education for second generation immigrant children and immigrant children in compulsory schools, i.e., grades 1 to 9 to ensure that they have agency in Faroese society.作者: institute 時(shí)間: 2025-3-25 16:22 作者: 征服 時(shí)間: 2025-3-25 20:51
,‘Analysis of Policies Supporting Teachers to Tackle Linguistic and Cultural Diversity and Facilitating preservice teachers to work with learners from diverse linguistic and cultural backgrounds. The aim is to gain knowledge and understanding of how the concepts of inclusion and culturally responsive pedagogy are reflected in teacher education policy in the island nations of Iceland and the Faroe Islands.作者: 匍匐前進(jìn) 時(shí)間: 2025-3-26 01:38 作者: CRP743 時(shí)間: 2025-3-26 08:10 作者: averse 時(shí)間: 2025-3-26 12:30
Corporate and Project Management,distance learning module for diverse participants. The authors discuss how they explored how they were able to be inclusive throughout the course as well as the insights they gained into how course participants developed their own inclusive practice and pedagogy.作者: 性冷淡 時(shí)間: 2025-3-26 13:40
Governing Globality for Local Autonomys to transfer more authority over rural schools to tribes and local communities and ask whether tribes should rethink the entire enterprise of education in rural Alaska, by fully enacting tribal control and self-determination in education.作者: GROSS 時(shí)間: 2025-3-26 20:27 作者: 踉蹌 時(shí)間: 2025-3-26 23:31
Introduction to Construction Analytics,ion and oppression. Using the ‘Educating yourself in Empowerment for Sustainability’ tool and designing leaner centred and collaborative activities this research found that?when students’ knowledge of Sami life increases, their prejudicial ideas about Sami peoples decrease.作者: 忘恩負(fù)義的人 時(shí)間: 2025-3-27 02:30
,Adaptation Isn’t Just for the Tundra: Rethinking Teaching and Schooling in Alaska’s Arctic,s to transfer more authority over rural schools to tribes and local communities and ask whether tribes should rethink the entire enterprise of education in rural Alaska, by fully enacting tribal control and self-determination in education.作者: Defense 時(shí)間: 2025-3-27 07:19 作者: Insul島 時(shí)間: 2025-3-27 11:41 作者: ANTIC 時(shí)間: 2025-3-27 14:27 作者: Obscure 時(shí)間: 2025-3-27 21:46
The Role of Evaluative Thinking in Generating, Evaluating and Scaling Innovations in Learning: A Caulture and conditions for development, and how reforms inspired by foreign countries do not make sense if country and regional specific contexts, needs, stakeholder involvement and capacity building are not considered.作者: Judicious 時(shí)間: 2025-3-28 01:31
Policy Equity Contexts in Inclusive Education for Immigrant Children in the Faroe Islands,p between language and identity in education for second generation immigrant children and immigrant children in compulsory schools, i.e., grades 1 to 9 to ensure that they have agency in Faroese society.作者: Gudgeon 時(shí)間: 2025-3-28 05:28
Education, Equity and Inclusion978-3-030-97460-2Series ISSN 2510-0475 Series E-ISSN 2510-0483 作者: 牛的細(xì)微差別 時(shí)間: 2025-3-28 08:58 作者: 配置 時(shí)間: 2025-3-28 11:50 作者: Herpetologist 時(shí)間: 2025-3-28 17:58
Diane B. Hirshberg,Mhairi C. Beaton,Janette PeltokDirectly addresses the United Nations Sustainable Development Goal 4 (Education) in the Arctic context.Perspectives useful to teacher educators, education researchers & education policy makers in the 作者: 呼吸 時(shí)間: 2025-3-28 22:17 作者: peak-flow 時(shí)間: 2025-3-29 02:51
Andy Beaumont,Dave Gibbons,Jon Stephens learned from Northern regions. This book begins to fill the gap in understanding how to create an education system that allows students to grow up grounded in their own cultures and languages, regardless of whether they are newcomers or Indigenous, and also to be able to navigate the broader world.作者: 松雞 時(shí)間: 2025-3-29 05:53
Governing Globality for Local Autonomye not being addressed in most discussions on the schooling and teacher crisis in Alaska. We call out the failure of the existing system of teacher preparation. We then move into a critical discussion around what is missing from the current deliberations around improving schooling outcomes in rural A作者: 善于騙人 時(shí)間: 2025-3-29 09:07
https://doi.org/10.1007/978-3-662-55612-2ool? The role of national government versus local government in countering the quality of learning is examined. What types of objectives are being set, what is being monitored and for what purpose? The chapter discusses the overall objectives for the education system, how context shapes evaluation c作者: Delirium 時(shí)間: 2025-3-29 13:32 作者: LAP 時(shí)間: 2025-3-29 16:31 作者: 詢問(wèn) 時(shí)間: 2025-3-29 22:06
Damjan Vavpoti?,Marko Bajec,Marjan Krisperses: the?acknowledgement of the?importance of ethnic cultural identity and heritage language (first language/mother tongue) of immigrant children and their inclusion through education towards integration in The Faroe Islands. The focus is on whether existing policies consider the pivotal relationshi作者: stress-response 時(shí)間: 2025-3-30 01:06 作者: 全面 時(shí)間: 2025-3-30 05:36 作者: Limpid 時(shí)間: 2025-3-30 10:26
Services, Appliances and Finishes, Though the aforementioned research is centred around schooling there is a lack of pedagogical research on schooling based on the voices of students and knowledge about what happens inside classrooms. This chapter describes the findings from a survey study of students’ experience of public schooling作者: MOCK 時(shí)間: 2025-3-30 14:00 作者: ablate 時(shí)間: 2025-3-30 19:19 作者: Customary 時(shí)間: 2025-3-30 20:44 作者: 根除 時(shí)間: 2025-3-31 03:41
Construction Inspection Handbookch question is: What are the motivational bases for recruitment and turnover of school teachers, comparing the West and East coast of Greenland? A wider discussion is whether particular motivational forms are worth fostering in the educational sector in Greenland, and if they may hold a potential fo作者: Robust 時(shí)間: 2025-3-31 05:23
https://doi.org/10.1007/978-1-4757-1191-2teaching practices in a multi-grade school in a small rural community, and how these practices enable inclusion and adapted education. The chapter gives a brief insight into parts of the Norwegian framework for education; the Education Act and the Core- and Subject Curricula, and theory about didact作者: 全神貫注于 時(shí)間: 2025-3-31 09:19
Corporate and Project Management,lop inclusive school practices. The purpose was to understand how a professional development course on inclusive education can be developed through a distance learning module for diverse participants. The authors discuss how they explored how they were able to be inclusive throughout the course as w作者: 巧思 時(shí)間: 2025-3-31 14:12
https://doi.org/10.1007/978-3-319-20774-2e some insights into the lived experiences of people across the Circumpolar North, with a specific focus on educational equity and inclusion. In their descriptions of what it is like to live, work, and be in this place within the Circumpolar North, the authors explore learning, teaching, educational作者: 甜得發(fā)膩 時(shí)間: 2025-3-31 18:58 作者: Fecal-Impaction 時(shí)間: 2025-3-31 23:33 作者: GUILE 時(shí)間: 2025-4-1 04:52
The Role of Evaluative Thinking in Generating, Evaluating and Scaling Innovations in Learning: A Caool? The role of national government versus local government in countering the quality of learning is examined. What types of objectives are being set, what is being monitored and for what purpose? The chapter discusses the overall objectives for the education system, how context shapes evaluation c作者: Synchronism 時(shí)間: 2025-4-1 08:42
