標(biāo)題: Titlebook: Diversity Education in the MENA Region; Bridging the Gaps in Hassan Abouabdelkader,Barry Tomalin Book 2023 The Editor(s) (if applicable) an [打印本頁] 作者: audiogram 時(shí)間: 2025-3-21 19:06
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書目名稱Diversity Education in the MENA Region影響因子(影響力)學(xué)科排名
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書目名稱Diversity Education in the MENA Region網(wǎng)絡(luò)公開度學(xué)科排名
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書目名稱Diversity Education in the MENA Region被引頻次學(xué)科排名
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書目名稱Diversity Education in the MENA Region年度引用學(xué)科排名
書目名稱Diversity Education in the MENA Region讀者反饋
書目名稱Diversity Education in the MENA Region讀者反饋學(xué)科排名
作者: 令人心醉 時(shí)間: 2025-3-21 23:49 作者: 整潔 時(shí)間: 2025-3-22 01:48
Introduction to the Mathematics,ish as a foreign language or/ and as a means of instruction (bilingual programmes) should not be considered an end in itself but a powerful tool to achieve other purposes like: to be aware of the fact that teaching in a language that is not the group’s mainstream language can limit the development o作者: 散步 時(shí)間: 2025-3-22 08:07
https://doi.org/10.1007/BFb0097006literature and research related to diversity in general and learner diversity in particular. This chapter can impact positively on policymaking, curriculum planning, and support teacher education and training in both Oman and other similar countries.作者: Verify 時(shí)間: 2025-3-22 10:39 作者: 具體 時(shí)間: 2025-3-22 15:02 作者: 具體 時(shí)間: 2025-3-22 20:00
Anatolij T. Fomenko,Tosiyasu L. Kinii. The objective of this study is to explore how cultural diversity manifests itself in a virtual environment and to what extent it is fostered by tutors. In this study, a dichotomous students’ questionnaire and an open-ended teachers’ questionnaire as well as an analysis of the materials and course 作者: Kaleidoscope 時(shí)間: 2025-3-22 22:56 作者: CRASS 時(shí)間: 2025-3-23 04:48 作者: bronchiole 時(shí)間: 2025-3-23 08:58 作者: 食品室 時(shí)間: 2025-3-23 12:43 作者: 描繪 時(shí)間: 2025-3-23 16:34 作者: 格子架 時(shí)間: 2025-3-23 20:43 作者: 刻苦讀書 時(shí)間: 2025-3-24 01:54
Sustainable Policies and Strategies in the MENA Region for Teaching English as a Foreign Languageish as a foreign language or/ and as a means of instruction (bilingual programmes) should not be considered an end in itself but a powerful tool to achieve other purposes like: to be aware of the fact that teaching in a language that is not the group’s mainstream language can limit the development o作者: BARB 時(shí)間: 2025-3-24 03:49
Diversity of ELT in Omani Higher Educationliterature and research related to diversity in general and learner diversity in particular. This chapter can impact positively on policymaking, curriculum planning, and support teacher education and training in both Oman and other similar countries.作者: APNEA 時(shí)間: 2025-3-24 08:31
Linguistic Diversity in Education: The Case of Israelext of Israel, a plurilingual and pluricultural country, that has been a living “ethno-linguistic laboratory” for nearly eight decades. Though the chapter will not address diversity, inclusion, and equity in a direct manner, the description of the macro, mezzo, and micro levels where linguistic dive作者: exophthalmos 時(shí)間: 2025-3-24 11:14
Students’ and Teachers’ Perceptions of Diversity Education in Moroccan Higher Education Language Curse study carried out for the purpose of getting an authentic view and examination of the issues under investigation through a Likert scale-based questionnaire designed for this purpose. The results obtained are matched with the claims made in the National Charter of Education, the work done in some 作者: Counteract 時(shí)間: 2025-3-24 16:42
How Culturally Diverse Is the Virtual Space? Towards Inclusive Pedagogy: A Case Study at the Arab Op. The objective of this study is to explore how cultural diversity manifests itself in a virtual environment and to what extent it is fostered by tutors. In this study, a dichotomous students’ questionnaire and an open-ended teachers’ questionnaire as well as an analysis of the materials and course 作者: PHON 時(shí)間: 2025-3-24 19:37 作者: FLOUR 時(shí)間: 2025-3-25 00:44
When Inequalities Are Reversed: Algeria’s Gender Inequity in Educationaced on language classes in order to highlight the difference between the involvement of females and males in foreign language learning. The last part of the chapter will focus on the possible causes of the domination of Algerian females in the field of education.作者: EXULT 時(shí)間: 2025-3-25 04:59 作者: MILK 時(shí)間: 2025-3-25 11:28 作者: sultry 時(shí)間: 2025-3-25 14:05 作者: hedonic 時(shí)間: 2025-3-25 19:42
Representation, Engagement, and Expression in Moroccan Higher Education Curricula: Focus on Reading of its adherence to providing multiple means of ‘representation, engagement, and expression’, the three Universal Design for Learning (UDL) principles. These principles are assessed across the criteria of ‘a(chǎn)ccessibility’, ‘doability’, and ‘usefulness’. The major objective of the study is to examine作者: 藝術(shù) 時(shí)間: 2025-3-25 23:18 作者: GRE 時(shí)間: 2025-3-26 00:18 作者: Acetaminophen 時(shí)間: 2025-3-26 05:50
Sustainable Policies and Strategies in the MENA Region for Teaching English as a Foreign Languagelish as a foreign language, to explore the sustainability of these policies and to what extent they promote (or not) inequality due to various reasons.?For that purpose, geographical, historical and cultural aspects of the MENA region together with globalisation, implementation of language policies 作者: 個(gè)人長篇演說 時(shí)間: 2025-3-26 08:39
Diversity of ELT in Omani Higher Educationlementation of the common diversity education principles in Omani ELT HE classrooms. Through a mixed method approach and from a socio-cultural perspective, this chapter explores the implementation of four common diversity principles related to learners: (1) English language proficiency level, (2) cu作者: corporate 時(shí)間: 2025-3-26 13:58 作者: Cholagogue 時(shí)間: 2025-3-26 20:39
Students’ and Teachers’ Perceptions of Diversity Education in Moroccan Higher Education Language Curign for Learning perspective. It addresses five dimensions of English language learning and teaching in Moroccan higher education. These dimensions are: (a) consonance of the curricular philosophies, (b) adequacy of contents, (c) dissonance of pedagogies, (d) cultural understanding and community inv作者: intangibility 時(shí)間: 2025-3-26 21:32 作者: GEM 時(shí)間: 2025-3-27 01:43
The Mediatization of Education: Classroom Mediation as an Agent of Change in Middle Eastern Higher Eboration. Reflecting on the prevalent sub-cultural, emotional/rational, and lingual barriers that typically materialize among undergraduate students, primarily first-year students and sophomores, the chapter explores whether and also to what extent classroom mediation dynamics are applied in the T&L作者: Melatonin 時(shí)間: 2025-3-27 06:43
When Inequalities Are Reversed: Algeria’s Gender Inequity in Educationgeria, the denial of education has always been a form of subordination for both men and women, regardless of any consideration of gender. However?since the early years of independence in 1962, the State has worked to make schooling mandatory for al children starting at age six.?The country’s policy 作者: uncertain 時(shí)間: 2025-3-27 11:05
Diversity and Inclusivity in Tertiary Language Education—The Case of Turkey—Turkiyed in tertiary education. It then addresses the reforms introduced by the Turkish government and Ministry of Education to improve diversity and inclusion in school and university education in Turkiye and assesses what has been achieved and examines issues faced by Turkish students studying a foreign 作者: ascetic 時(shí)間: 2025-3-27 16:46 作者: insomnia 時(shí)間: 2025-3-27 18:31
Daisuke Sakurai,Takahiro Yamamotonale beneath the search for diversity education and underscores the relevance of its investigation in an area where development and progress are still under construction. This chapter provides the general guidelines for the works included in the book, their concerns, and their objectives. It explain作者: 釋放 時(shí)間: 2025-3-27 22:32
Irene Baeza Rojo,Tobias Güntherertiary education. SEI can be summarised as identifying and eliminating discrimination and encouraging equity, meaning freedom of access by ethnic minorities and low-income students, and ensuring inclusion; making sure students feel welcome and valued. It goes on to discuss how DEI can help ensure s作者: oncologist 時(shí)間: 2025-3-28 02:25 作者: 者變 時(shí)間: 2025-3-28 07:34 作者: 得意牛 時(shí)間: 2025-3-28 10:31 作者: 表狀態(tài) 時(shí)間: 2025-3-28 18:33 作者: GRIN 時(shí)間: 2025-3-28 22:32
https://doi.org/10.1007/BFb0097006lementation of the common diversity education principles in Omani ELT HE classrooms. Through a mixed method approach and from a socio-cultural perspective, this chapter explores the implementation of four common diversity principles related to learners: (1) English language proficiency level, (2) cu作者: GIST 時(shí)間: 2025-3-29 01:21
Anatolij T. Fomenko,Tosiyasu L. Kiniis repercussions on learners’ abilities and outcomes concomitantly to the individual and societal prospects in a globalized world. In this chapter, three major tiers were established to frame linguistic diversity in education: at the macro level are the national language policies (LP) within which la作者: AUGER 時(shí)間: 2025-3-29 04:21 作者: AMEND 時(shí)間: 2025-3-29 09:06 作者: AMPLE 時(shí)間: 2025-3-29 13:15 作者: Malcontent 時(shí)間: 2025-3-29 16:38 作者: 小臼 時(shí)間: 2025-3-29 21:03
Double Semion Model as a Quantum Memoryd in tertiary education. It then addresses the reforms introduced by the Turkish government and Ministry of Education to improve diversity and inclusion in school and university education in Turkiye and assesses what has been achieved and examines issues faced by Turkish students studying a foreign 作者: Intercept 時(shí)間: 2025-3-30 03:55 作者: 天然熱噴泉 時(shí)間: 2025-3-30 08:05
Hassan Abouabdelkader,Barry TomalinUncovers the state of diversity and inclusion in higher education in the MENA Region.Explores the way the curricular orientations vary both interculturally and philosophically.Addresses how the learni作者: Palpitation 時(shí)間: 2025-3-30 09:58 作者: 運(yùn)氣 時(shí)間: 2025-3-30 13:36 作者: collagenase 時(shí)間: 2025-3-30 19:18 作者: 歡騰 時(shí)間: 2025-3-30 23:32 作者: 同謀 時(shí)間: 2025-3-31 03:10
Topology in Quantum Information and disruptions as the result of the Arab Spring, during the last decade. The Arab citizens, through such uprisings, struggled bitterly to shed autocracies and initiate democracy and pluralism in all spheres of life, starting, first and foremost, with education, with the aim to make it diverse, equitable, inclusive, and multicultural.作者: 飲料 時(shí)間: 2025-3-31 08:51
Understanding and Maximizing Diversity Education in the MENA Region and disruptions as the result of the Arab Spring, during the last decade. The Arab citizens, through such uprisings, struggled bitterly to shed autocracies and initiate democracy and pluralism in all spheres of life, starting, first and foremost, with education, with the aim to make it diverse, equitable, inclusive, and multicultural.作者: Agnosia 時(shí)間: 2025-3-31 11:54
