关键词: Classroom Techniques Diversity (Student Elementary Education Grade 5 Inclusive Schools Minority Group Children Multicultural Education Teaching Methods DOI: 10.1177/0042085902371008 被引量: 14 年份: 2002 收藏 引用 批量引用 报错 分享 全部来源 免费下载 求助全文 ERIC ResearchGate ProQuest EBSCO ...
The value and organizational and content components of inclusive education can be implemented only if the inclusive practice is systematic and continuous, as well as if the content, techniques, and methods of teaching and upbringing correspond to the capabilities and needs of a particular person. ...
Teaching Strategies: While structure and routine are important, trying different learning techniques can help a teacher better understand their students' learning types and abilities. Using different models such as Socratic seminar or fishbowl discussions, jigsaw reading, group work with assigned roles, ...
Ferretti, R.P.; MacArthur, C.D.; y Okolo, C.M. (2005). Misconceptions about History: Reflections on Teaching for Historical Understanding in an Inclusive Fifth-grade Classroom. Advances in Learning and Behavioral Disabilities, 18, 261-299....
Examples of the items include: "Our teaching/grade subject group readily provides assistance for developing new ideas", and "Our teaching/grade subject group is dedicated to implementing innovative practices in their work." The CFA indicated the good structural validity of the scale (X2/DF =...
So, CLIL teaching is not only a matter of learning how to teach both content and language, but also how to integrate them. In this aspect, it is very different from immersion or content-based instruction techniques of language acquisition as it emphasises the need to harmonise language and ...
the reading level (from 2ndgrade to 11+ grade-you can also keep the original text) the language More about Diffit to keep in mind It has a very generous free version and works in 68 languages Diffit magically adapts any text, topic, article, YouTube video with a URL to any reading ...
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In education discourse, student retention and Grade 12 or equivalent attainment are considered strong predictors for young people’s future workforce
This chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted fro