Exploring Inclusive Educational Practices Through Professional Inquiry [recurso electrónico] / edited by Gordon L. Porter, Déirdre Smith.
Tipo de material:
TextoEditor: Rotterdam : SensePublishers, 2011Descripción: XV, 279p. online resourceTipo de contenido: text Tipo de medio: computer Tipo de portador: online resourceISBN: 9789460915581Tema(s): Education | Education | Teaching and Teacher EducationClasificación CDD: 370.711 Clasificación LoC:LB1024.2-1050.75LB1705-2286Recursos en línea: Libro electrónico
En: Springer eBooksResumen: Practitioners, scholars, and teacher education students alike can celebrate reading Exploring Inclusive Educational Practices through Professional Inquiry. This rich array of case scenarios both illuminates and elaborates the meaning of inclusion in today’s schools and tomorrow’s visions. Twenty-five stories from parents, teachers, school principals, and specialists highlight the kind of experiential knowledge that won’t be found in typical research reports and district documents about inclusive education. What happens to real people—students and their families—doesn’t always resemble policies that can look so good on paper. This book makes a wonderful contribution to better understandings of the challenges of inclusion as well as the commitments positioned alongside values in order to meet those challenges. There are brave and spirited people in these pages—not the least of whom are the children themselves.Professor Luanna H. Meyer, PhD Director, Jessie Hetherington Centre for Educational Research Victoria University, New Zealand This is a book on inclusive education that leaves you with hope and ideas for action. It takes a very difficult and highly charged topic and demonstrates that it is possible to see both the trees and the forest. Michael Fullan Professor Emeritus OISE/University of Toronto We are reminded in the commentaries parents share in this book of how their passionate commitment to good education and their ideas make inclusion work. The case-study approach reveals the critical importance of their, and many other perspectives in finding solutions to what are so often dismissed as irresolveable dilemmas. They aren’t, and this book models exactly the kinds of conversations we need in schools across the country to challenge all of us to stay the course. It’s a must-read for anyone who wants to make diversity and inclusion a reality in public education today. Michael Bach Executive Vice-President Canadian Association for Community Living
| Tipo de ítem | Biblioteca actual | Colección | Signatura | Copia número | Estado | Fecha de vencimiento | Código de barras |
|---|---|---|---|---|---|---|---|
| Libro Electrónico | Biblioteca Electrónica | Colección de Libros Electrónicos | LB1024.2 -1050.75 (Browse shelf(Abre debajo)) | 1 | No para préstamo | 378703-2001 |
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| LB1024.2 -1050.75 Pains and Gains of International Mobility in Teacher Education | LB1024.2 -1050.75 Navigating in Educational Contexts | LB1024.2 -1050.75 Processes of Inquiry | LB1024.2 -1050.75 Exploring Inclusive Educational Practices Through Professional Inquiry | LB1024.2 -1050.75 Education and Development in Zimbabwe | LB1024.2 -1050.75 Imagined Truths | LB1024.2 -1050.75 Pedagogy in a New Tonality |
Practitioners, scholars, and teacher education students alike can celebrate reading Exploring Inclusive Educational Practices through Professional Inquiry. This rich array of case scenarios both illuminates and elaborates the meaning of inclusion in today’s schools and tomorrow’s visions. Twenty-five stories from parents, teachers, school principals, and specialists highlight the kind of experiential knowledge that won’t be found in typical research reports and district documents about inclusive education. What happens to real people—students and their families—doesn’t always resemble policies that can look so good on paper. This book makes a wonderful contribution to better understandings of the challenges of inclusion as well as the commitments positioned alongside values in order to meet those challenges. There are brave and spirited people in these pages—not the least of whom are the children themselves.Professor Luanna H. Meyer, PhD Director, Jessie Hetherington Centre for Educational Research Victoria University, New Zealand This is a book on inclusive education that leaves you with hope and ideas for action. It takes a very difficult and highly charged topic and demonstrates that it is possible to see both the trees and the forest. Michael Fullan Professor Emeritus OISE/University of Toronto We are reminded in the commentaries parents share in this book of how their passionate commitment to good education and their ideas make inclusion work. The case-study approach reveals the critical importance of their, and many other perspectives in finding solutions to what are so often dismissed as irresolveable dilemmas. They aren’t, and this book models exactly the kinds of conversations we need in schools across the country to challenge all of us to stay the course. It’s a must-read for anyone who wants to make diversity and inclusion a reality in public education today. Michael Bach Executive Vice-President Canadian Association for Community Living
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