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Direct linkFyssa, Aristea; Tsakiri, Maria; Mouroutsou, Stella – European Early Childhood Education Research Journal, 2023
Early childhood inclusion for disabled children is a priority area as jointly stated by United Nations' and European Commission's policies. Educators have a crucial role in supporting all children's learning by working cooperatively with parents. However, their internalized ableist/disablist beliefs and misconceptions can inhibit the process of…
Descriptors: Foreign Countries, Preservice Teachers, Early Childhood Education, Inclusion
Download full textMeineke, Hannah; DeVasto, Danielle – Journal of Teacher Education and Educators, 2020
It is estimated by the year 2030, over 40% of the K-12 population in U.S. schools will be children whose first language is not English (Shin & Ortman, 2011; U.S. Census Bureau, 2007;). This shift has negative academic consequences for emergent bilingual students (EBS). Schools (K-12) unable to meet the needs of EBS contribute to these…
Descriptors: Bilingual Students, Student Empowerment, English Language Learners, Student Needs
Schocker, Jessica B.; Zook, Caitlin; Hummel, Deanna – Social Studies and the Young Learner, 2016
Many scholars and practitioners have asserted the value of opportunities for young children to participate in projects that inspire positive civic engagement. A National Council for the Social Studies (NCSS) Position statement stresses civic engagement as an important focus for powerful and purposeful learning in elementary social studies. The…
Descriptors: Citizenship Education, Student Empowerment, Gardening, Student Projects
Van Gelderen, Ben – Australian and International Journal of Rural Education, 2017
"Growing Our Own" is an innovative and unique program for Initial Teacher Education (ITE) in the remote Northern Territory. As a partnership between Catholic Education, Northern Territory (CENT) and Charles Darwin University (CDU), lecturers travel to remote Indigenous communities to deliver unit content to local 'Assistant Teachers'…
Descriptors: Place Based Education, Indigenous Populations, Preservice Teacher Education, Geographic Isolation
Trent, John – Australian Journal of Teacher Education, 2012
This study examines the continuing professional development of one group of secondary school English language teachers who participated in a school-university partnership in Hong Kong. Grounded in a framework of teacher identity and using in-depth interviews conducted over the entire 12 month period of the partnership, the study explores the…
Descriptors: Stakeholders, Conflict, Foreign Countries, Professional Development
