Kooperativer Bibliotheksverbund

UID:

Format: 1 Online-Ressource (xxi, 265 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-031-23129-2

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-23128-5

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-23130-8

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-23131-5

Language: English

Keywords: Heranwachsender ; Gefängnis ; Unterricht ; Soziale Gerechtigkeit

DOI: 10.1007/978-3-031-23129-2

URL: Volltext  (URL des Erstveröffentlichers)

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Format: ix, 246 Seiten ; , 24.4 cm x 17 cm.

ISBN: 978-1-118-97594-7 , 1-118-97594-4

Series Statement: BPS textbooks in Psychology

Language: English

Subjects: Psychology

Keywords: Pädagogische Psychologie ; Aufsatzsammlung

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029722329&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

URL: Cover

UID:

Format: 1 online resource.

ISBN: 9789004391000

Series Statement: Sudies in inclusive education, 39

Uniform Title: Who's in? Who's out? (Brill Sense)

Content: Who's in? Who's out? Who decides? What are we going to do about inclusive education? What kind of world do we want our children to live in? How might education help us to achieve that vision for our children? In Who's In? Who's Out? What to Do about Inclusive Education , a group of respected international scholars come together to think about education at a momentous time in global history, where the world has fractured, people are displaced and we search for new research, education programmes and political leadership to restore social cohesion and rebuild school systems that may claim to be an apprenticeship in democracy. This book highlights the challenges inclusive education researchers take on in working to dismantle barriers involving access, presence, participation and success in education. Contributors include: Elga Andriana, Michael Apple, Ann Cheryl Armstrong, Marnie Best, Roseanna Bourke, Jenni Carter, Kathy Cologon, Tim Corcoran, Deborah Crossing, Simona D'Alessio, Rosemary Ann du Plessis, David Evans, Lani Florian, Cameron Forrest, Christine Grima-Farrell, Bjørn F. Hamre, Leechin Heng, Amitya Kumara, Bindi MacGill, Laisiasa Merumeru, John Munro, Patricia O'Brien, John O'Neill, Sulochini Pather, Deborah Price, Merelesita Qeleni, Kathleen Quinlivan, Puti Ayu Setiani, Peta Skujins, Roger Slee, John Stanwick, and Peter Walker.

Note: Front Matter -- , Copyright page -- , Acknowledgements -- , List of Figures and Tables -- , Notes on Contributors -- , Who's In? Who's Out? / , Reflections on TIES / , Reflections on TIES / , Reflections on TIES / , Reflections on TIES / , Inclusive Education in Italy and in Australia / , Inclusion and the Management of Diversity in the Danish Welfare State / , 'Working the Space' towards the Vision of Inclusion from One Initial Teacher (ITE) Education Programme in Aotearoa, New Zealand / , Fearless and Informal Learning / , Universal Design for Learning to Support Learning in Gunung Kidul / , Reconceptualising Support for Inclusive Education within the Pacific (A Sea of Islands) / , Dilemmas in the Field / , Predictors and Consequences of Being Persistently Not in Employment, Education or Training (NEET) / , Youthworx in South Australia / , Effective Inclusive Teaching Needs Synergistic Knowing and Learning / , Principles of Inclusion for Children and Students with Disability in Education and Care /

Additional Edition: Print version: Who's In? Who's Out?: What to Do about Inclusive Education Leiden ; Boston : Brill | Sense, [2018], ISBN 9789004390997

Language: English

URL: DOI:

URL: DOI

UID:

Format: 1 Online-Ressource (xxi, 265 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-031-23129-2

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-23128-5

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-23130-8

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-23131-5

Language: English

Keywords: Heranwachsender ; Gefängnis ; Unterricht ; Soziale Gerechtigkeit

DOI: 10.1007/978-3-031-23129-2

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource (xxi, 265 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-031-23129-2

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-23128-5

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-23130-8

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-031-23131-5

Language: English

Keywords: Heranwachsender ; Gefängnis ; Unterricht ; Soziale Gerechtigkeit

DOI: 10.1007/978-3-031-23129-2

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource

ISBN: 9789462095663

Series Statement: Innovations and Controversies: Interrogating Educational Change 1

Content: Psychology’s contribution to education has produced a persuasive and burgeoning literature willing to measure (e. g. intelligence quotients), categorise (e. g. learning and/or behavioural difficulties) and pathologise (e. g. psychiatric disorders) students across learning contexts. Practices like these pervade relationships existing between psychology and education because they share in common certain views of people and the worlds in which they learn. There is however increased acknowledgement that contemporary practice demands alternate ways of working. As learning communities and educators endeavour to make a difference in peoples’ lives, they are critically questioning how their use of psychology in education constitutes future possibilities for personhood and psychosocial action. In this book, a group of respected international scholars examine controversies presently facing the enduring relationship between psychology and education. The book will appeal to readers who are interested in the innovative development and application of psychological theories and practices in/to education. The book will be of interest to transnational audiences and is accessible to scholars and students in disciplines including psychology, education, sociology, social work, youth studies, public and allied health. The volume includes contributions from: Tom Billington, Christopher Boyle, Lise Bird Claiborne, Tim Corcoran, Greg Goodman, Jack Martin, Athanasios Marvakis and Ioanna Petritsi, Jace Pillay, Isaac Prilleltensky, Anna Stetsenko, Jeff Sugarman and Stephen Vassallo with a Foreword by Ben Bradley

Note: Preliminary Material /

Additional Edition: ISBN 9789462095656

Additional Edition: Erscheint auch als Druck-Ausgabe Psychology in Education: Critical Theory~Practice Leiden Boston : Brill | Sense, 2014

Language: English

DOI: 10.1007/978-94-6209-566-3

URL: DOI

UID:

Format: 1 Online-Ressource

ISBN: 9789463001991

Series Statement: Innovations and Controversies: Interrogating Educational Change 3

Content: Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond. The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education. The chapters address a range of important topics related to the field of critical disability studies in education and include sections dedicated to Schools, Higher Education, Family and Community and Theorising. The contributors entered into discussions during the 2014 AERA Special Interest Group annual meeting hosted by Victoria University in Australia. The perspectives offered here include academic, practitioner, student and parent with contributions from Australia, New Zealand, Nigeria, the UK and the US, providing transnational interest. This book will appeal to readers who are interested in innovative theoretical approaches, practical applications and personal narratives. The Introduction by Professor Roger Slee (The Victoria Institute, Victoria University, Australia) and Afterword by Professor David Connor (City University of New York) provide insightful and important commentary. Cover photograph by Paul Dunn and design by Hendrik Jacobs

Note: Preliminary Material /

Additional Edition: ISBN 9789463001984

Additional Edition: Erscheint auch als Druck-Ausgabe Disability Studies: Educating for Inclusion Leiden Boston : Brill | Sense, 2015

Language: English

DOI: 10.1007/978-94-6300-199-1

URL: DOI

UID:

Format: 1 online resource (185 pages).

ISBN: 9789004391000 (e-book)

Series Statement: Studies in inclusive education ; 39

Additional Edition: Print version: Who's in? Who's out? : what to do about inclusive education. Leiden, The Netherlands ; Boston : Brill Sense, 2018 ISBN 9789004390997

Language: English

Keywords: Electronic books.

URL: Click to View

UID:

Format: 1 online resource

ISBN: 9789463001991

Series Statement: Innovations and Controversies: Interrogating Educational Change ; 3

Content: Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond. The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education. The chapters address a range of important topics related to the field of critical disability studies in education and include sections dedicated to Schools, Higher Education, Family and Community and Theorising. The contributors entered into discussions during the 2014 AERA Special Interest Group annual meeting hosted by Victoria University in Australia. The perspectives offered here include academic, practitioner, student and parent with contributions from Australia, New Zealand, Nigeria, the UK and the US, providing transnational interest. This book will appeal to readers who are interested in innovative theoretical approaches, practical applications and personal narratives. The Introduction by Professor Roger Slee (The Victoria Institute, Victoria University, Australia) and Afterword by Professor David Connor (City University of New York) provide insightful and important commentary. Cover photograph by Paul Dunn and design by Hendrik Jacobs.

Note: Preliminary Material /

Additional Edition: Print version: Disability Studies: Educating for Inclusion, Leiden Boston : Brill | Sense, 2015

Language: English

URL: DOI:

UID:

Format: 1 online resource

ISBN: 9789462095663

Series Statement: Innovations and Controversies: Interrogating Educational Change ; 1

Content: Psychology's contribution to education has produced a persuasive and burgeoning literature willing to measure (e. g. intelligence quotients), categorise (e. g. learning and/or behavioural difficulties) and pathologise (e. g. psychiatric disorders) students across learning contexts. Practices like these pervade relationships existing between psychology and education because they share in common certain views of people and the worlds in which they learn. There is however increased acknowledgement that contemporary practice demands alternate ways of working. As learning communities and educators endeavour to make a difference in peoples' lives, they are critically questioning how their use of psychology in education constitutes future possibilities for personhood and psychosocial action. In this book, a group of respected international scholars examine controversies presently facing the enduring relationship between psychology and education. The book will appeal to readers who are interested in the innovative development and application of psychological theories and practices in/to education. The book will be of interest to transnational audiences and is accessible to scholars and students in disciplines including psychology, education, sociology, social work, youth studies, public and allied health. The volume includes contributions from: Tom Billington, Christopher Boyle, Lise Bird Claiborne, Tim Corcoran, Greg Goodman, Jack Martin, Athanasios Marvakis and Ioanna Petritsi, Jace Pillay, Isaac Prilleltensky, Anna Stetsenko, Jeff Sugarman and Stephen Vassallo with a Foreword by Ben Bradley.

Note: Preliminary Material /

Additional Edition: Print version: Psychology in Education: Critical Theory~Practice, Leiden Boston : Brill | Sense, 2014

Language: English

URL: DOI: