Titlebook: Macro-Economic Planning with Conflicting Goals; Proceedings of a Wor Marc Despontin,Peter Nijkamp,Jaap Spronk Conference proceedings 1984 S

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D. F. Battenuring borough to the one where Hollytree School is located. The focus pupils here are new arrivals coming into schooling in the United Kingdom late in their school careers, within the last two or three years. This circumstance foregrounds particular kinds of identity formations and language and lear

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Education Act, a policy that prescribed the English inherited from the former British colonial administration as the sole medium of instruction at primary, secondary, and tertiary levels of formal education, thereby breaking away totally from previous practice. Since then the policy has been the su

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G. D’alcantaracy is not new, of course. Some literacy research has shown how using the arts and/or creative approaches to learning can enhance and improve literacy skills for children (Albers P, Sanders J, Literacies, the arts and multimodality. National Council of Teachers, Urbana, 2010; Brice-Heath S, Three’s n

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P. Van Rompuy,G. De Bruynecontexts from early years to higher education.Theorises the This book explores the many dialogues that exist between the arts and literacy. It shows how the arts are inherently multimodal and therefore interface regularly with literate practice in learning and teaching contexts. It asks the question

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and purposeful experiences. These experiences usually require participants to engage as [an]other, at once “not-me” and simultaneously not “not-me” (Woodson, 1999). This chapter discusses the literacies, developed through drama pedagogy involving acts of identification. The author considers the imp

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