Lehrkräfte sind wesentliche Verantwortungsträger*innen für die Realisierung schulischer Inklusion. Der Lehrkräftebildung obliegt es, Studierende aller Lehramtsstudiengänge auf die Annahme der ...Herausforderung schulischer Inklusion vorzubereiten und Ausbildungsstrukturen sowie -inhalte inklusionsorientiert zu adaptieren. Die vorliegende Studie leistet hierzu einen Beitrag, indem sie aus Gruppendiskussionen mit Studierenden des sonderpädagogischen und des gymnasialen Lehramts rekonstruiert, wie diese Inklusion als Herausforderung der schulischen Handlungspraxis im Verlauf ihres Studiums antizipieren und bearbeiten. Dazu wird untersucht, über welches konjunktive Erfahrungswissen die Studierenden zu Inklusion verfügen, wie sich dieses im Verlauf des Studiums verändert und ob Unterschiede zwischen den Studierenden des sonderpädagogischen und des gymnasialen Lehramts zu rekonstruieren sind. (DIPF/Orig.)
•We examine Scouse in middle-class school settings.•Stances towards Scouse range from tolerance, to distance to rejection.•Scouse is placed in lower scale levels of indexicality.•Our participants’ ...local positioning reflects a grammar school pressure.•The grammar school ideology intersects with the middle-class bias that dominates education in Britain.
This paper explores the use and position of Scouse in middle-class secondary schools. Despite a wide circulation of a ‘variation ideology’ (Cameron, 1995) that embraces and positively values regional speech in the UK, we discuss the hierarchical relationship between Scouse and standard English that is naturalised in the specific school settings. We focus on classroom talk and interviews from teachers and students in two all-girls grammar schools. We observe that student language use in the classroom, the social values indexed by Scouse and the stances towards Scouse in metapragmatic talk range from tolerance, to distance, to complete rejection of the local variety in the specific setting. We discuss how middle-class school settings can enforce and sustain homogenising language ideologies and address the power implications this practice has on non-confident speakers of standard English in relation to the wider issue of educational failure.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
In this paper, the author tries to identify the level of autonomy of Sremski Karlovci Grammar School in creating its curricula, particularly for philosophical subjects, since its establishment in ...1791 until 1921. Although it might be considered that the teaching of philosophical subjects, during the first 130 years of the history of Sremski Karlovci Grammar School, automatically followed the changes of curricula, in reality this was not the case. Moreover, it seems that the teaching of philosophy in Sremski Karlovci Grammar School had a specific evolution, relatively independent of implemented curricula, which is confirmed by the analysis of its “Programmes” and “Reports”. For example, even though that there were two different curricula implemented in the school from 1792 to 1825, the same philosophical subjects were taught: Logics and Ethics (they were also taught within curriculum for 1849/50 school year and 1850/51 school year). From 1825 until 1847/8 school year, Logics was probably the only philosophical subject taught in the Grammar School, even though two curricula were implemented in this period as well. In the school year 1853/54 a new curriculum was introduced in Sremski Karlovci Grammar School, according to which the teaching of philosophy subjects was sublimated into one subject, Philosophical Propedeutics. During the following two school years (1854 and 1855) this school subject comprised the lectures on Logics, Psychology, Metaphysics, and History of Logics. From 1856 school year until the end of the analyzed period, only two courses were held on Philosophical Propedeutics: Logics and Psychology. Within these 65 years there were many changes of the names of these subjects, as well as the scope of their teachings, sequences of lectures and literature; however they rarely coincided with changes of curricula, as well as of adopted laws, regulations, and decrees.
Im Projekt Lesejahr.ch lesen Schüler und Lehrer an Schweizer Mittelschulen um die Wette. Sie können dabei entweder viel lesen oder schlau lesen, damit punkten und Preise gewinnen. Das Projekt der ...schulinternen Mediotheken macht das Lesen cool und sichtbar. Denn Lesefreude und Orientierung in der Medienwelt sind in Zeiten von Twitter und Instagram nach wie vor wichtige Ziele für anspruchsvolle Schulen.
The Middle English
is an alliterative abecedary poem that survives in fifteen manuscript copies dating between the mid-fifteenth and early sixteenth centuries. The most eccentric copy, bearing the ...greatest number of unique textual variants, is in London, British Library, Additional 60577, a commonplace book and miscellany of verse and prose known today as the ‘Winchester Anthology’. The Winchester copy of the
is distinguished from all others by changes to vocabulary, idiom, and prosody. The result is a unique redaction, illustrating the kind of literary composition that could be expected to grow out of late medieval English grammar schools. The Winchester redaction also expresses a shift in prosodic allegiance. The traditional alliterative line is subtly reshaped into an accentual-syllabic form.
From 1563 until the death of the last teacher in 1851, there was a prebendary in the Cathedral of the Canary Islands in charge of the education of children. In fact, it could be said that this ...prebendary was the only continuous secondary school teacher there was in the Canary Islands until the beginning of the nineteenth century when the High School of La Laguna was founded in the island of Tenerife. This member of the cathedral chapter was called 'racionero' in Spanish and his position 'ración'. This article will examine this interesting Chair of Grammar from its venue to the teacher's salary, the students, the teachers or the rights and duties of these teachers.
Full text
Available for:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The Opening of the grammar school in Kosovska Mitrovica has been in the plan since the war time in 1915. In September of the same year, after two requests to the Ministry of Education and to the ...ecclesiastical authorities of the Kingdom of Serbia, the long-standing desire of the residents of Kosovska Mitrovica was finally achieved, by an official command of the crown prince, Alexander Karađorđević I, which authorized the opening of incomplete quadrennial grammar school. However, the joy of people from Mitrovica was short lived. Not nearly a month after bringing the command of opening the grammar school, it was followed by a German, Austro-Hungarian and a Bulgarian offensive on the Kingdom of Serbia. The winds of war had dissolved the high hopes of people of Mitrovica about getting their first high school institution. Four years later, after the ending of the First World War and other misfortunes, the grammar school in Kosovska Mitrovica was finally opened, for its first director was appointed Avram N. Popovic, a renowned cultural and national worker. The grammar school was slowly, but certainly, developing and became one of the most prominent city institutions. A new school building was bought, the number of pupils was increasing, and the teachers and the pupils ran cultural manifestations and humanitarian actions, promoting the sport and a healthy lifestyle and helping poor pupils and fellow citizens. Just in time when the grammar school of Kosovska Mitrovica was having its huge momentum, out of the blue, there was a decision of the Ministerial Council of the Kingdom of Yugoslavia on its abolition. This happened in June of 1932. Violent reactions of teachers, students, parents and prominent citizens, and demonstrations were held on this occasion. They forced the government authorities to somewhat mitigate its decision by opening the Self-governing Grammar School. This, however, had not completely satisfied residents of Mitrovica, which lodged different petitions, letters, delegations and informal pressure at the end, and brought about restoration of the State Grammar School in his town in September next year. So, the grammar school in Kosovska Mitrovica stepped into his new epoch, which would last until the beginning of World War II.
The paper presents research on museum-school relationship from the point of view of teachers from secondary grammar and vocational schools. It explores their current and preferred interactions. The ...results show that teachers from vocational schools make field trips less frequently and are less satisfied with their relationship with museums. The characteristics of museum-school interactions are the same for both groups and form a model of low-intensity relations, with each institution maintaining its discrete authority, responsibilities and resources. Unlike the responses of the grammar-school teachers, those of vocational-school teachers do not indicate any development of the present relationship.
This narrative review addresses a notable gap in initial teacher education research by exploring the impact of positive education-a growing international change initiative-in schools. Launched in ...2009, positive education is defined as education for both traditional skills and happiness. This narrative review examines how positive education has contributed to a change in schools and related curriculum issues. It draws on various studies from the past decade to evaluate positive education definitions, examine two periods in positive education research from 2009-2014 and 2015-2020. The review argues that positive education concepts may enrich initial teacher education discourse and enhance teacher professional practice; but, the term may be too narrow. Finally, the review recommends adopting the more inclusive term wellbeing education. This term may guide future research of culturally diverse case studies, thereby supporting the greater integration of wellbeing science with teaching theory and practise in initial teacher education. Author abstract
This interdisciplinary study argues that the intersection of
pedagogical and affective language in Renaissance literature shows
that emotion was conceived as a conventional practice.
PDF
