"Spanning scholarly contributions from India, Nepal, Bangladesh, Pakistan, and Sri Lanka, this edited volume seeks to capture and elucidate the distinct challenges, approaches and possible solutions associated with interpreting, adapting and applying language-in-education policies in a range of linguistically complex teaching and learning environments across South Asia. Centring on-the-ground perspectives of scholars, practitioners, pupils, parents and the larger community, the volume offers new insights into one of the most complex, populous, and diverse multilingual educational contexts in the world. Language-in-education policies and practices within this setting represent particularly high stakes issues, playing a pivotal role in determining access to literacy, thereby forming a critical pivot in the reproduction of educational inequality. The broad aim of the collection is thus to highlight the pedagogical, practical, ideological and identity-related implications arising from current language-in-education policies in this region, with the aim of illustrating how systemic inequality is intertwined with such policies and their associated interpretations. Aimed at both academics and practitioners - whether researchers and students in the fields of education, linguistics, sociology, anthropology or South Asian studies, on the one hand, or language policy advisors, curriculum developers, teacher educators, teachers, and members of funding bodies, aid providers or NGOs, on the other - it is anticipated that the accounts in this volume will offer their readership opportunities to consider their wider implications and applications across other rich multilingual settings - be these local, regional, national or global"--
ant in the last instance ; even though emphasis was now placed on the relative autonomy of both the education system and the State from the economy ( see Hargreaves , 1982 ; Harris , 1992 ) . The ' new sociology ' differed from earlier ...
Upper Saddle River, NJ: Pearson. Bartholomew, A.L., & Griffin, N. (2018). Using a Universal Design for Learning checklist to teach secondary transition skills. Career Development and Transition for Exceptional Individuals, 41(4), ...
Una aproximación a las condiciones de acceso y permanencia en un instituto de formación docente Daniel Alejandro Mazzola María Concepción Mirada María Estela Moyano Asesora: Mónica Maldonado (Escuela Normal Superior Dr. Agustín Garzón ...
1986 PEP Survey
What is their impact on the student's learning and the teacher's teaching of mathematics? This book invites K-8 teachers to reflect on their own and their students' multiple identities.
In fact, many of the techniques in this text can be applied to uncover and correct not only gender bias, but racial, ethnic, and cultural bias as well. The Instructor's Manual [978-0-8058-5475-6] is now available to download online.
Thousands more have been part of similar programs. This book is a celebration of all those students. The histories chronicled herein shed light on a program that has changed thousands of lives.
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t.
Öğrenci başarısızlığını yenmek: öğrenme nedenlerini ve teşviklerini değiştirmek
"In Improbable Scholars, David L. Kirp challenges the conventional wisdom about public schools and education reform in America through an in-depth look at Union City, New Jersey's high-performing urban school district.