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Titlebook: Research for Inclusive Quality Education; Leveraging Belonging Christopher Boyle,Kelly-Ann Allen Book 2023 The Editor(s) (if applicable) an

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發(fā)表于 2025-3-21 18:04:48 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱Research for Inclusive Quality Education
副標(biāo)題Leveraging Belonging
編輯Christopher Boyle,Kelly-Ann Allen
視頻videohttp://file.papertrans.cn/828/827931/827931.mp4
概述Presents the latest research in the field of inclusion by active researchers in the field.Positions notions of inclusion beyond the traditional disability lens.Provides practices and strategies guided
叢書(shū)名稱Sustainable Development Goals Series
圖書(shū)封面Titlebook: Research for Inclusive Quality Education; Leveraging Belonging Christopher Boyle,Kelly-Ann Allen Book 2023 The Editor(s) (if applicable) an
描述.This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues..Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools..This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding...?.
出版日期Book 2023
關(guān)鍵詞inclusion and modern education systems; contemporary perspective on inclusion; contemporary research o
版次1
doihttps://doi.org/10.1007/978-981-16-5908-9
isbn_softcover978-981-16-5910-2
isbn_ebook978-981-16-5908-9Series ISSN 2523-3084 Series E-ISSN 2523-3092
issn_series 2523-3084
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor
The information of publication is updating

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Research for Inclusive Quality Education978-981-16-5908-9Series ISSN 2523-3084 Series E-ISSN 2523-3092
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Sustainable Development Goals Serieshttp://image.papertrans.cn/r/image/827931.jpg
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https://doi.org/10.1007/978-981-16-5908-9inclusion and modern education systems; contemporary perspective on inclusion; contemporary research o
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Book 2023ts intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in
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Preparing Practitioners for Inclusive Practice: The Challenge of Building Schema to Reduce Cognitiveduce cognitive load in classroom contexts, allowing practitioners to be more responsive to the needs of learners. The chapter also aims to link specifically to the United Nations’ Sustainable Development Goals, in particular Goal 4 (Quality Education), Goal 10 (Reduced Inequalities) and Goal 3 (Good Health and Well-Being).
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