Inclusive Educational Ethics, Facing the Facts: ISATT Conference Series, cartea 2
Magdalena Kohout-Diaz, Marie-Christine Deyrichen Limba Engleză Paperback – 12 sep 2024
Contributors are: Laura Agrati, Daniela Roxana Andron, Stephanie Arnott, Dorota Bazuń, Maria Chatzi, Cheryl J. Craig, Stella Danou, Marie-Christine Deyrich, Amen Dhahri, Panagiota Diamanti, Heidi Flavian, Joanna Frątczak-Müller, Becca Friesen, Robert Grant, Josh Gray, Elisabeth Issaieva, Axelle James, Stavroula Kaldi, Adam Kaszuba, Ștefania Kifor, Magdalena Kohout-Diaz, Mariusz Kwiatkowski, Pascal Legrain, Mimi Masson, Anna Mielczarek-Żejmo, Patricia-Gabriela Mociar, Fernando Naiditch, Carrie Nepstad, Frances Rust, Sophie Sanchez-Larréa, Fiona Smythe, Martin Strouhal, Vassiliki Tzika, Aikaterini Vassiou, Efstathios Xafakos and Diane Yendol-Hoppey.
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Specificații
ISBN-13: 9789004705944
ISBN-10: 9004705945
Pagini: 292
Dimensiuni: 155 x 235 mm
Greutate: 0 kg
Editura: Brill
Colecția Brill
Seria ISATT Conference Series
ISBN-10: 9004705945
Pagini: 292
Dimensiuni: 155 x 235 mm
Greutate: 0 kg
Editura: Brill
Colecția Brill
Seria ISATT Conference Series
Notă biografică
Magdalena Kohout-Diaz, Ph.D., is Professor in Education and Training Sciences at the National Institute of Teaching and Education (INSPÉ) of the University of Bordeaux, France. She has published numerous articles and works on inclusive education and related topics, including her notable book Inclusive Education: An Ongoing Process (L’éducation inclusive: Un processus en cours). Her research spans across various national contexts, with a particular emphasis on equity and social justice.
Marie-Christine Deyrich, Ph.D., is Professor Emerita specialising in Applied Linguistics, English Studies, and Teacher Education at the University of Bordeaux, France. She is an active member of international educational associations such as ISATT and AERA. Her scholarly contributions extend to several collective projects, including Include: Language Learning for Active Social Inclusion, Pandemic Pedagogy: Educators’ Practices during the Covid-19, and the Invisible College Symposia.
Marie-Christine Deyrich, Ph.D., is Professor Emerita specialising in Applied Linguistics, English Studies, and Teacher Education at the University of Bordeaux, France. She is an active member of international educational associations such as ISATT and AERA. Her scholarly contributions extend to several collective projects, including Include: Language Learning for Active Social Inclusion, Pandemic Pedagogy: Educators’ Practices during the Covid-19, and the Invisible College Symposia.
Cuprins
Preface
List of Figures and Tables
Notes on Contributors
Introduction: From Bordeaux to Bari and Beyond – ISATT’s Past, Present, and Future
Cheryl J. Craig
PART 1: Current Situation: The Influence of National Contexts in Question
1 The Need for Independent Life Skills for the Institutionalized Children in Romania
Daniela Roxana Andron, Ștefania Kifor and Patricia-Gabriela Mociar
2 Context and Paradoxes of Educational Inclusion of Ukrainian Refugees in Poland
Dorota Bazuń
3 The School Inclusion of Students with Autism Spectrum Disorder between Pedagogical Practices and Representations of Tunisian School Teachers
Dhahri Amen
4 Initial Training Teachers Facing Inclusive Education: Between Their Representations and Practices, What Evolutions? A Study in Guadeloupe
Elisabeth Issaieva and Axelle James
5 “Interactions of Inclusion” between Refugee Students and Teacher Aides: Case Studies from High School Maths Classes in Aotearoa New Zealand
Fiona Smythe
6 A Profession Focused on Equity and Social Justice: The Layered Work of Teacher Educators
Fernando Naiditch, Frances Rust, Carrie Nepstad and Diane Yendol-Hoppey
PART 2: Facilitators: Conditions for Implementation
7 When Inclusive Education Looks at the Effects of Teacher Communication Styles on Students’ Motivation
Sophie Sanchez-Larréa and Pascal Legrain
8 Negotiating Policies and Standards: An Exploratory Analysis into Discourses of Accountability in Canadian Teacher Education
Adam Kaszuba, Mimi Masson, Stephanie Arnott, Robert Grant and Becca Friesen
9 Student Teachers’ Moral Identity and Their Attitudes towards People with Disabilities: A Pilot Vignette Study
Stella Danou, Aikaterini Vassiou, Vassiliki Tzika, Efstathios Xafakos and Stavroula Kaldi
10 Critical Thinking Education: An Illusion or a New Mission for the Czech Inclusive Pedagogy?
Martin Strouhal
11 Anti-Stigma Potentials of Solidarity: The Case of Barka
Mariusz Kwiatkowski
PART 3: Facilitators: Strategies and Tools
12 Teaching in Emergency Contexts: Analysis of the Support Protocols for Ukrainian Refugee Students in Italy
Laura Sara Agrati
13 Self-Directed Telecollaboration as Inclusion: From Intercultural Capital to Intercultural Competence
Joshua N. W. Gray
14 Development of Collaboration Skills through the Implementation of the Flipped Classroom Model in the Primary Education
Panagiota Diamanti, Maria Chatzi and Stavroula Kaldi
15 Promoting Inclusive Education by Implementing Transdisciplinary Teaching Methods
Heidi Flavian
16 Paths of the Agency: Study Visits as a Tool for Local Cohesion
Joanna Frątczak-Müller and Anna Mielczarek-Żejmo
Index
List of Figures and Tables
Notes on Contributors
Introduction: From Bordeaux to Bari and Beyond – ISATT’s Past, Present, and Future
Cheryl J. Craig
PART 1: Current Situation: The Influence of National Contexts in Question
1 The Need for Independent Life Skills for the Institutionalized Children in Romania
Daniela Roxana Andron, Ștefania Kifor and Patricia-Gabriela Mociar
2 Context and Paradoxes of Educational Inclusion of Ukrainian Refugees in Poland
Dorota Bazuń
3 The School Inclusion of Students with Autism Spectrum Disorder between Pedagogical Practices and Representations of Tunisian School Teachers
Dhahri Amen
4 Initial Training Teachers Facing Inclusive Education: Between Their Representations and Practices, What Evolutions? A Study in Guadeloupe
Elisabeth Issaieva and Axelle James
5 “Interactions of Inclusion” between Refugee Students and Teacher Aides: Case Studies from High School Maths Classes in Aotearoa New Zealand
Fiona Smythe
6 A Profession Focused on Equity and Social Justice: The Layered Work of Teacher Educators
Fernando Naiditch, Frances Rust, Carrie Nepstad and Diane Yendol-Hoppey
PART 2: Facilitators: Conditions for Implementation
7 When Inclusive Education Looks at the Effects of Teacher Communication Styles on Students’ Motivation
Sophie Sanchez-Larréa and Pascal Legrain
8 Negotiating Policies and Standards: An Exploratory Analysis into Discourses of Accountability in Canadian Teacher Education
Adam Kaszuba, Mimi Masson, Stephanie Arnott, Robert Grant and Becca Friesen
9 Student Teachers’ Moral Identity and Their Attitudes towards People with Disabilities: A Pilot Vignette Study
Stella Danou, Aikaterini Vassiou, Vassiliki Tzika, Efstathios Xafakos and Stavroula Kaldi
10 Critical Thinking Education: An Illusion or a New Mission for the Czech Inclusive Pedagogy?
Martin Strouhal
11 Anti-Stigma Potentials of Solidarity: The Case of Barka
Mariusz Kwiatkowski
PART 3: Facilitators: Strategies and Tools
12 Teaching in Emergency Contexts: Analysis of the Support Protocols for Ukrainian Refugee Students in Italy
Laura Sara Agrati
13 Self-Directed Telecollaboration as Inclusion: From Intercultural Capital to Intercultural Competence
Joshua N. W. Gray
14 Development of Collaboration Skills through the Implementation of the Flipped Classroom Model in the Primary Education
Panagiota Diamanti, Maria Chatzi and Stavroula Kaldi
15 Promoting Inclusive Education by Implementing Transdisciplinary Teaching Methods
Heidi Flavian
16 Paths of the Agency: Study Visits as a Tool for Local Cohesion
Joanna Frątczak-Müller and Anna Mielczarek-Żejmo
Index