Dieses Buch widmet sich der Untersuchung von Inklusion im Sportunterricht aus der Perspektive von Sportlehrkräften an integrierten Gesamtschulen in Rheinland-Pfalz.
Dieses Buch widmet sich der Untersuchung von Inklusion im Sportunterricht aus der Perspektive von Sportlehrkräften an integrierten Gesamtschulen in Rheinland-Pfalz.
This handbook provides a comprehensive overview of the field of policy transfer in education, with a particular focus on technical and vocational education and training (TVET), adult education, professional and higher education.
This book examines the feasibility of realising the plurilingual vision of the Barcelona Summit Agreement (mother tongue plus two additional languages) through the second-level education system by employing three strategies: 1) harmonising postprimary modern foreign language (MFL) classes in line with the Common European Framework of Reference for Languages (CEFR) through cross-age teaching; 2) replacing the current state second-level MFL exams with CEFR international exams; and 3) implementing Content and Language Integrated Learning (CLIL).
This edited book builds on International Perspectives on Exclusionary Pressures in Education (2023) and Theorising Exclusionary Pressures in Education (2024) to highlight different dimensions of exclusionary practices in schools and other educational settings around the world.
This book offers scholars and educators in primary and secondary education a practical, evidence-based method for designing curriculum and delivering high-quality, inclusive learning experiences.
This is a ground-breaking book that aims to provide a comprehensive understanding of the experiences of students with disabilities in universities in Australia.
This is a ground-breaking book that aims to provide a comprehensive understanding of the experiences of students with disabilities in universities in Australia.
This book focuses on tertiary education for international students and how international students navigate and transition into the labor market and skilled migration in Australia.
Written by scholars and past community college presidents, this book provides unique perspectives and tools for facing some of the most vexing problems for community college leaders.
This book offers scholars and educators in primary and secondary education a practical, evidence-based method for designing curriculum and delivering high-quality, inclusive learning experiences.
This book highlights how social inequality shapes parent engagement, from resources available to parents and parenting logics to school responses to families and their engagement.
This book comprises 12 chapters that aim to provide critical insights into educational policy and practice in various Global South (GS) countries, with a focus on basic education.
This book examines the feasibility of realising the plurilingual vision of the Barcelona Summit Agreement (mother tongue plus two additional languages) through the second-level education system by employing three strategies: 1) harmonising postprimary modern foreign language (MFL) classes in line with the Common European Framework of Reference for Languages (CEFR) through cross-age teaching; 2) replacing the current state second-level MFL exams with CEFR international exams; and 3) implementing Content and Language Integrated Learning (CLIL).
This edited book brings together researchers, partners, Ministry staff, disability activists, teachers, and influential commentators to present a constructive dialogue around the opportunities associated with inclusive and equitable education.
This book focuses on tertiary education for international students and how international students navigate and transition into the labor market and skilled migration in Australia.
This edited book brings together researchers, partners, Ministry staff, disability activists, teachers, and influential commentators to present a constructive dialogue around the opportunities associated with inclusive and equitable education.
Designing Curricula for Learner Autonomy and Engagement examines how higher education can be reimagined to empower learners as active, self-regulated participants in their own development.
This handbook provides a comprehensive overview of the field of policy transfer in education, with a particular focus on technical and vocational education and training (TVET), adult education, professional and higher education.
This book comprises 12 chapters that aim to provide critical insights into educational policy and practice in various Global South (GS) countries, with a focus on basic education.
This edited book builds on International Perspectives on Exclusionary Pressures in Education (2023) and Theorising Exclusionary Pressures in Education (2024) to highlight different dimensions of exclusionary practices in schools and other educational settings around the world.
