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Preparing Teachers to Work with Multilingual Learners
This collection examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. The authors investigate how pre-service teachers are being prepared to work in multilingual contexts and discuss the key features of current pre-service teacher education initiatives that address the increasing linguistic and cultural diversity evident in classrooms in their respective countries. The focus is not only on migrant-background learners but includes students from Indigenous, autochthonous and heritage language backgrounds, and speakers of minoritised regional varieties. The chapters contextualise, both historically and ideologically, the speci...
Education as a Lifelong Process
The volume presents an updated overview of the background ideas of the NEPS and its conceptional framework. It informs about the longitudinal structure of the multicohort sequence design and discusses its key methodological challenges as well as data protection issues. It also describes the organizational structure of the consortium of leading educational scientists and research institutions who have not only jointly developed the basic design but are continuously further adjusting it. Finally, it provides background information for users who want to utilize NEPS Scientific Use Files for their research projects. The volume is a revised edition of the ZfE Special Issue on the NEPS which appeared in 2011.
Teaching Content and Language in the Multilingual Classroom
This book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners. By highlighting this relatively young field of research at an international level, the book advances the research-based knowledge of the field and promotes international research relationships and partnerships to better support the education of multilingual learners and their teachers. The chapters represent high-quality empirical qualitative, quantitative, and mixed methods studies about pre-service and in-service teachers. Comprising four sections, each repre...
Teacher education for working in linguistically diverse classrooms
This volume presents studies on aspects of teacher education that prepare teachers for working in linguistically diverse classrooms and schools in five Nordic countries; Denmark, Finland, Iceland, Norway and Sweden. This twin focus (teacher education in linguistically diverse contexts; and Nordic perspectives) makes the volume unique in its field, and contributes to international discussions on how teacher education can prepare preservice and in-service teachers for working with linguistically diverse student groups. The volume includes contributions on: Teacher education policies, Teacher educators’ perspectives on teacher education, and Pre-service teacher perspectives on teacher educati...
Studies on the educational quality of schools
The priority program 'The educational quality of schools' has been established seven years ago by the German Research Foundation (DFG). The projects in this program investigated conditions inside and outside of school and their impact on the development of mathematical, scientific, and cross-curricular competencies. In this book major findings of the program are presented. The projects not only give an overview of their research questioning methods and findings, but also of approaches and materials that have been developed to support learning and teaching in mathematics and science class rooms. The studies reported here identify factors for weaknesses in the educational outcomes that became apparent in the international comparisons like TIMSS and PISA. The projects, however, provide empirically substantiated units on approaches that can help to improve the educational quality of schools. [Publisher, ed].
Qualitätssicherung durch schulübergreifende Standards
Studienarbeit aus dem Jahr 2010 im Fachbereich Pädagogik - Schulpädagogik, Note: 1,0, Leuphana Universität Lüneburg (Institut für Schul- und Hochschulforschung), Veranstaltung: Themen der Unterrichtsentwicklung, Sprache: Deutsch, Abstract: Die Institution Schule ist einem ständigen Wandel unterworfen. Dies bedeutet, dass stets neue Erkenntnisse und Einflüsse aus der Wissenschaft zu berücksichtigen sind, was zur Folge hat, dass sich die Beteiligten in regelmäßigen Abständen einen Überblick über den jeweiligen Ist-Stand verschaffen müssen. Hierzu gehört es, sich mit aktuellen fachwissenschaftlichen und fachdidaktischen Erkenntnissen zu befassen und sich einer Selbst- sowie Fremd...
