Die UN-Behindertenrechtskonvention aus dem Jahr 2009 enthält die völkerrechtlich verbindliche Verpflichtung zur Entwicklung eines inklusiven Bildungssystems.
Die UN-Behindertenrechtskonvention aus dem Jahr 2009 enthält die völkerrechtlich verbindliche Verpflichtung zur Entwicklung eines inklusiven Bildungssystems.
This book provides a review of central contributions from a variety of countries, and is intended to enhance and expand the national professional dialogue on curricula in nursing and midwifery education.
This contributed volume is an exciting product of the 22nd MAVI conference, which presents cutting-edge research on affective issues in teaching and learning math.
This book addresses what teachers and school leaders from a dozen countries see as the social and emotional strengths, interests and needs of adolescents in their schools and communities; how they innovate their programs and practices to respond to their students' lives.
This volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom.
This book discusses competence, teacher competence, and professional error competence of teachers, and emphasizes the need for a training programme that supports the latter.
This volume seeks to examine the skills development agenda for youth by exploring two key questions for sustainable livelihoods: What are the skills needed for employability in developing countries, especially in Africa and Asia?
This book examines the role of the inspector within the context of a number of OECD member states and explores the ways in which the inspectors themselves interpret, implement and influence inspection practices and policy.
Knowledge is now central to national economic competitiveness and to socio-economic endeavours concerned with inequalities and social exclusion, and in this context higher education is recognized as a core sector of national policy and strategy.
This book covers the current state of thinking and what it means to have a framework of representational competence and how such theory can be used to shape our understanding of the use of representations in science education, assessment, and instruction.
This book showcases the quality work that Latin American researchers have done on transition to school in Latin American countries by offering the English-speaking world, first-hand access to some Latin American transitions research, practices, and policies.
This book explores emerging populations of mobile international students in order to consider innovative and inclusive approaches for a more equitable and socially just higher education for new generations of international students.
This book analyses the evidence for global change, and suggests that the Earth is going through a profound transformation, caused in large part by human action.
This book provides a global overview of developments and discussion around the evaluation of quality of early childhood education environments, and the professional development of early childhood teachers, during the last decade.
Hong Kong's universities have been transformed by the move from elite to mass higher education, from government support to market driven finance, from academic management to professional management, from local to cross border and international outreach, from China's education bridge to China's education window, and from a colonial model of curricular specialization to a postcolonial model emphasizing broader intellectual development and service.
This book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector.
