標題: Titlebook: Dialogue for Intercultural Understanding; Placing Cultural Lit Fiona Maine,Maria Vrikki Book‘‘‘‘‘‘‘‘ 2021 The Editor(s) (if applicable) and [打印本頁] 作者: 五個 時間: 2025-3-21 17:32
書目名稱Dialogue for Intercultural Understanding影響因子(影響力)
書目名稱Dialogue for Intercultural Understanding影響因子(影響力)學科排名
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書目名稱Dialogue for Intercultural Understanding網(wǎng)絡公開度學科排名
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書目名稱Dialogue for Intercultural Understanding被引頻次學科排名
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書目名稱Dialogue for Intercultural Understanding年度引用學科排名
書目名稱Dialogue for Intercultural Understanding讀者反饋
書目名稱Dialogue for Intercultural Understanding讀者反饋學科排名
作者: 灰心喪氣 時間: 2025-3-21 22:51
Some SAS Descriptive Proceduresteachers can help make DIALLS have a long-lasting impact that shapes the educational future of Europe. Thus, we will emphasize how to promote a long-lasting . for DIALLS teachers and how this community may enable them to become professional DIALLS teachers.作者: Immortal 時間: 2025-3-22 02:09 作者: prosperity 時間: 2025-3-22 08:27 作者: conception 時間: 2025-3-22 10:33 作者: magnate 時間: 2025-3-22 14:23
Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflectionroject. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.作者: magnate 時間: 2025-3-22 20:58 作者: 東西 時間: 2025-3-22 22:03
How Press Propaganda Paved the Way to Brexitrk, 2020). The main questions for platform design were therefore how to facilitate productive discussions involving European values, on or around such wordless texts, and to structure such discussions in a way that is closely anchored in the texts.作者: CEDE 時間: 2025-3-23 04:12 作者: 破譯密碼 時間: 2025-3-23 09:25
The DIALLS Platform: Supporting Cultural Literacy and Understanding of European Values Over the Intrk, 2020). The main questions for platform design were therefore how to facilitate productive discussions involving European values, on or around such wordless texts, and to structure such discussions in a way that is closely anchored in the texts.作者: 圣人 時間: 2025-3-23 12:56
Being (Un)safe Together: Student Group Dynamics, Facework and Argumentation,-led instruction. In this chapter, we will seek to specify the relations between cognitive and social aspects of collaborative argumentation and illustrate them with an example from the DIALLS lesson recordings.作者: 反饋 時間: 2025-3-23 13:58
https://doi.org/10.1007/978-3-030-27765-9cussions gave children the opportunity to engage in ‘genuine dialogue’ (Buber in Between man and man, trans. R.G. Smith. Routledge, London, 1947), as they co-constructed meaning from the narratives and as they then related the themes within them to their own lives, values and identities.作者: Sinus-Rhythm 時間: 2025-3-23 19:52 作者: NAVEN 時間: 2025-3-23 22:57 作者: 傷心 時間: 2025-3-24 04:12 作者: MUTE 時間: 2025-3-24 07:11 作者: 高貴領導 時間: 2025-3-24 14:27
https://doi.org/10.1007/978-3-319-60249-3f Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, so作者: JADED 時間: 2025-3-24 17:36 作者: Interlocking 時間: 2025-3-24 20:59
https://doi.org/10.1057/9780230306431pton in Language and Superdiversity. Diversities 13(2):1–21, 2011). Different social locations and identities intersect within them—whether cultural, ethnic, national, social, religious, or linguistic. At the same time, however, European societies have faced the rise of diverse populist and radical 作者: 憤怒歷史 時間: 2025-3-25 02:26 作者: Custodian 時間: 2025-3-25 07:14 作者: 打谷工具 時間: 2025-3-25 11:27
Intercultural Education for the Twenty-First Century: A Comparative Review of Research,f Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, so作者: Keshan-disease 時間: 2025-3-25 12:45
Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of Nated social responsibility as a matter of university mission and function. Berman (Leadership for social justice and democracy in our schools, Corwin Press, Thousand Oaks, CA, pp. 123–144, 2011) related the concept of social responsibility to the development of social consciousness that meant balancin作者: LASH 時間: 2025-3-25 17:48 作者: 疼死我了 時間: 2025-3-25 20:35
Creative Ways to Approach the Theme of Cultural Diversity in Wordless Picturebooks Through Visual Rther people, and be able to cross between groups and worlds. However, reading wordless picturebooks can be a challenging task, because of the ambiguity and open nature of their visually rendered narratives. The affordances of wordless picturebooks and the challenges embedded in their reading are dis作者: BRIEF 時間: 2025-3-26 03:56 作者: Density 時間: 2025-3-26 06:01
An Introduction to Dialogue for Intercultural Understanding: Placing Cultural Literacy at the Heartural literacy and what it means to be European in the twenty-first century, prioritizing intercultural dialogue and mutual understanding. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, ps作者: Directed 時間: 2025-3-26 11:36 作者: Diatribe 時間: 2025-3-26 14:03
Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of Natthem create tensions among nations, social groups or cultures. In the face of growing multiculturalism and need for dialogue, social responsibility as a concept in the educational field has received due attention. For instance, Berman (Educational Leadership, November:75–80, 1990; Children’s social 作者: 桶去微染 時間: 2025-3-26 19:17
Explorations of Linkages Between Intercultural Dialogue, Art, and Empathy,luntary movement of people to and within Europe, and influence of social media on culture, communication, and society. Europe has become an increasingly diverse and pluricultural continent where many people simultaneously identify with multiple different cultural and social groups. In such “super-di作者: 公式 時間: 2025-3-26 21:51
Using Wordless Picturebooks as Stimuli for Dialogic Engagement,icturebooks. The activity of talking about these visual texts was a central part of the DIALLS project as children joined together not only to make meaning from them, but also use them as stimuli for deeper philosophical thinking about themes around living together and social responsibility. The dis作者: 立即 時間: 2025-3-27 04:18 作者: Lament 時間: 2025-3-27 08:41 作者: conservative 時間: 2025-3-27 10:33 作者: rods366 時間: 2025-3-27 15:31 作者: 低三下四之人 時間: 2025-3-27 19:35
Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS p作者: brachial-plexus 時間: 2025-3-28 00:37
Educating Cultural Literacy with Open Educational Resources: Opportunities and Obstacles of Digital engage in long-term collaboration to implement the core aims and themes of DIALLS in a meaningful way. In the following chapter, we will introduce research on the opportunities and obstacles of online collaboration among teachers. Considering that the goals of DIALLS deal with issues of living toge作者: hyperuricemia 時間: 2025-3-28 04:34 作者: Graphite 時間: 2025-3-28 10:05 作者: Obstreperous 時間: 2025-3-28 11:24
The Media Independency of Political Elitesural literacy and what it means to be European in the twenty-first century, prioritizing intercultural dialogue and mutual understanding. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, ps作者: maudtin 時間: 2025-3-28 17:07
https://doi.org/10.1007/978-3-319-60249-3tanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Educ作者: 人工制品 時間: 2025-3-28 21:30
Emina Suba?i?,Katherine J Reynoldsthem create tensions among nations, social groups or cultures. In the face of growing multiculturalism and need for dialogue, social responsibility as a concept in the educational field has received due attention. For instance, Berman (Educational Leadership, November:75–80, 1990; Children’s social 作者: Myocyte 時間: 2025-3-28 23:18
https://doi.org/10.1057/9780230306431luntary movement of people to and within Europe, and influence of social media on culture, communication, and society. Europe has become an increasingly diverse and pluricultural continent where many people simultaneously identify with multiple different cultural and social groups. In such “super-di作者: 修剪過的樹籬 時間: 2025-3-29 05:43
https://doi.org/10.1007/978-3-030-27765-9icturebooks. The activity of talking about these visual texts was a central part of the DIALLS project as children joined together not only to make meaning from them, but also use them as stimuli for deeper philosophical thinking about themes around living together and social responsibility. The dis作者: flammable 時間: 2025-3-29 10:56
How Press Propaganda Paved the Way to Brexitiew), is integral to notions of cultural identity and cultural literacy. The acknowledgement of identity formation as an ongoing, dynamic process through interaction rather than a pre‐conceived characteristic arises as an imperative need, in order to encourage democracy to thrive through constructiv作者: Cirrhosis 時間: 2025-3-29 14:00
How Press Propaganda Paved the Way to Brexitaboration and understanding of European values in collaborative dialogue between students, with teacher-led reflection on wordless texts. Wordless texts are books or videos that comprise sequences of pictures which stimulate student readers to reconstruct the attendant narratives (see Chapters . and
