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    Wyświetlanie 1-4 z 4
    Tytuł:
    Transforming to Teach in an Inclusive Paradigm
    Autorzy:
    Garnier, Philippe
    Powiązania:
    https://bibliotekanauki.pl/articles/2057075.pdf
    Data publikacji:
    2022-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    inclusive education
    paradigm
    perspectives of meaning
    teaching
    Opis:
    Since the Declaration of Salamanca and the Convention on the Rights of Persons with Disabilities, we have moved to an inclusive paradigm with regard to school. Mainstream schooling has become the rule. Thus, teachers in regular classes must work with all students, including those with special educational needs. It is not easy; many teachers face dilemmas in accommodating all types of students in the same classroom. This conceptual paper proposes a framework based on Mezirow’s transformative learning for understanding the transformations in teacher pedagogy needed to work in an inclusive school. It can be used as a basis for developing training mechanisms to support teachers in their transformation to work in an inclusive school.
    Źródło:
    The New Educational Review; 2022, 68; 129-138
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-regulation among Young Women with Disabilities in Jordan from Their Perspectives
    Autorzy:
    Al-Zyoud, Nawaf
    Al-Zboon, Eman
    Powiązania:
    https://bibliotekanauki.pl/articles/1998298.pdf
    Data publikacji:
    2017-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-regulation
    young women
    disability
    Jordan
    cultural perspectives
    Opis:
    This study investigates the perspectives of young women with disabilities in Jordan, focusing on their self-regulation. 16 young women, aged 18-22, with visual (VI), hearing (HI) impairments and physical disability (PD), were recruited using a snowballing technique. Data were collected using semi-structured interviews, which were analysed thematically. Two main themes emerged where findings show that disability affects self-regulation where there was an overlap between local cultural perspectives in understanding disability of young women, disability and gender in understanding self-regulation of women with disabilities. Disability and gender also influence women with disabilities self-regulation with respect to self-learning, setting goals, self-evaluation, self-monitoring, making decisions and self-reinforcement. Findings will add to the current debate and efforts to understand disabilities in women and lay the groundwork for initiating a campaign in Jordan concentrating on the importance of self-regulation in young women with disabilities.
    Źródło:
    The New Educational Review; 2017, 47; 255-265
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Hybrid Synchronous and Asynchronous Language Learning in Writing Class: The Learners’ Psychosocial Perspectives in Indonesia
    Autorzy:
    Tusino, -
    Sukarni, Semi
    Rokhayati, Titi
    Powiązania:
    https://bibliotekanauki.pl/articles/1964301.pdf
    Data publikacji:
    2021-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Hybrid learning
    synchronous and asynchronous language learning
    writing class
    learners’ perspectives
    Opis:
    Hybrid synchronous and asynchronous language learning remains under-explored in writing class. The purpose of this study is to describe learners’ perceptions toward hybrid synchronous and asynchronous language learning model in EFL writing. A qualitative case study was employed. The respondents were undergraduate learners in English major. The research instruments were close-response questionnaires and semi-structured interviews in the academic writing course. Findings showed that psychological and social factors were crucial in the learners’ online writing. It revealed that teachers needed to provide comprehensible input, challenging group-work activity, and constructive feedback during online writing. Hybrid synchronous and asynchronous language learning enhanced writing competence, but it encountered a problem with internet connectivity. The study discloses that hybrid synchronous and asynchronous language learning has the potential to teach EFL writing.
    Źródło:
    The New Educational Review; 2021, 65; 190-199
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ESP Teachers’ Perspectives on the Online Teaching Environment Imposed in the Covid-19 Era - A Case Study
    Autorzy:
    Gavranović, Valentina
    Prodanović, Marijana
    Powiązania:
    https://bibliotekanauki.pl/articles/1964265.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    online language teaching at tertiary level
    ESP teachers‘ perspectives
    COVID-19
    Opis:
    This paper reports on the results of interviews conducted with ESP teachers examining their attitudes towards different aspects of online language teaching. The aim of this case study is to investigate how confident the teachers feel while teaching online in synchronous mode and to examine whether this emotive attitude is in correlation with their prior experience in both formal and informal online environments. It also aims to establish correlations between the respondents‘ attitudes towards the degree of difficulties and challenges pertaining to teaching all language skills in an online education context. The findings derived from the analysis of the respondents‘ answers point out to the need to investigate the possibilities offered by digital technologies in order to help learners enhance their language skills and competencies.
    Źródło:
    The New Educational Review; 2021, 64; 188-197
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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