“What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia
Само за регистроване кориснике
2016
Поглавље у монографији (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Academic discourse on diversity and inclusiveness in Serbia has, over recent years, become rather strong. Yet, apparently, very little professional practice in the actual classroom has changed. Statutes, such as The Strategy of Development of Education in Serbia until 2020,1 laws in force, like the Law on Foundations of Education and its consecutive amendments2 and rulebooks for the teachers (e.g. Rulebook on additional educational, health and social support of children and students)3 have contributed from a legislative perspective towards the concept of student-centred teaching and learning to become embedded in the system.
Извор:
Open Spaces for Interactions and Learning Diversities, 2016, 167-176Издавач:
- Sense Publishers
Финансирање / пројекти:
- Идентификација, мерење и развој когнитивних и емоционалних компетенција важних друштву оријентисаном на европске интеграције (RS-MESTD-Basic Research (BR or ON)-179018)
- Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву (RS-MESTD-Basic Research (BR or ON)-179034)
DOI: 10.1007/978-94-6300-340-7_12
ISBN: 978-94-6300-340-7
Scopus: 2-s2.0-85018912929
Институција/група
Psihologija / PsychologyTY - CHAP AU - Radišić, Jelena AU - Baucal, Aleksandar PY - 2016 UR - http://reff.f.bg.ac.rs/handle/123456789/2215 AB - Academic discourse on diversity and inclusiveness in Serbia has, over recent years, become rather strong. Yet, apparently, very little professional practice in the actual classroom has changed. Statutes, such as The Strategy of Development of Education in Serbia until 2020,1 laws in force, like the Law on Foundations of Education and its consecutive amendments2 and rulebooks for the teachers (e.g. Rulebook on additional educational, health and social support of children and students)3 have contributed from a legislative perspective towards the concept of student-centred teaching and learning to become embedded in the system. PB - Sense Publishers T2 - Open Spaces for Interactions and Learning Diversities T1 - “What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia EP - 176 SP - 167 DO - 10.1007/978-94-6300-340-7_12 ER -
@inbook{ author = "Radišić, Jelena and Baucal, Aleksandar", year = "2016", abstract = "Academic discourse on diversity and inclusiveness in Serbia has, over recent years, become rather strong. Yet, apparently, very little professional practice in the actual classroom has changed. Statutes, such as The Strategy of Development of Education in Serbia until 2020,1 laws in force, like the Law on Foundations of Education and its consecutive amendments2 and rulebooks for the teachers (e.g. Rulebook on additional educational, health and social support of children and students)3 have contributed from a legislative perspective towards the concept of student-centred teaching and learning to become embedded in the system.", publisher = "Sense Publishers", journal = "Open Spaces for Interactions and Learning Diversities", booktitle = "“What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia", pages = "176-167", doi = "10.1007/978-94-6300-340-7_12" }
Radišić, J.,& Baucal, A.. (2016). “What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia. in Open Spaces for Interactions and Learning Diversities Sense Publishers., 167-176. https://doi.org/10.1007/978-94-6300-340-7_12
Radišić J, Baucal A. “What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia. in Open Spaces for Interactions and Learning Diversities. 2016;:167-176. doi:10.1007/978-94-6300-340-7_12 .
Radišić, Jelena, Baucal, Aleksandar, "“What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia" in Open Spaces for Interactions and Learning Diversities (2016):167-176, https://doi.org/10.1007/978-94-6300-340-7_12 . .