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Young Together: youth, ethnicity and education
In: European journal of intercultural studies, Band 8, Heft 1, S. 37-51
Guiding discussions in the class about ethnic diversity
In: Intercultural education, Band 21, Heft 5, S. 429-442
ISSN: 1469-8439
Bürgerschaftliche Erziehung im holländischen multi-ethnischen Kontext
In: Wege der Integration in heterogenen Gesellschaften, S. 178-192
Intercultural Education in Dutch Schools
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 33, Heft 4, S. 385-399
ISSN: 1467-873X
De kleur van de school - Inleiding op een serie artikelen over etnische concentratie binnen het onderwijs
This article is an introduction into the issue of ethnic concentration in education. It offers an overview of the state of affairs in the Netherlands and a rough sketch of explanations, possible effects and interventions. The article is critical on the Dutch political debate on ethnic concentration that focuses on a rather narrow perspective on multiculturality and invites researchers in the pedagogical and educational field to report in following articles on their research into the issue.
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Coping With Discrimination How Moroccan, Moluccan and Creole‐Surinamese youth deal with discrimination in Holland
In: European journal of intercultural studies, Band 1, Heft 3, S. 5-17
Citizenship education for a pluralistic world: the selection of children's literature in Dutch Protestant primary schools
In: Intercultural education, Band 22, Heft 5, S. 395-410
ISSN: 1469-8439
Von kulturalistischen zu pluriformen Ansätzen. Ergebnisse des niederländischen Projekts ‚Interkulturelles Lernen in der Klasse‘
In: Interkulturalität im Arbeitsfeld Schule, S. 177-195
Authentiek en zelfgestuurd leren in het mbo
This article gives a description of tensions and dilemmas in the implemen-tation of competence-oriented learning. Eleven case studies were conducted in (technical) secondary vocational education. Lessons were observed and teachers and students were interviewed about ten different components of a powerful learning environment for the development of vocational competencies. The results (researched by questionnaire) show that in all case studies schools want to develop innovative learning environments. They succeeded the best to develop components that are compatible with traditional forms of teaching and learning like adaptive instruction. Components like coaching, reflection, broad assessment and authenticity were scarcely found in practice. To understand these results conceptual, cultural and political factors have to be taken into account.
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