“What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia
Samo za registrovane korisnike
2016
Poglavlje u monografiji (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
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.
Izvor:
Open Spaces for Interactions and Learning Diversities, 2016, 167-176Izdavač:
- Sense Publishers
Finansiranje / projekti:
- Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije (RS-MESTD-Basic Research (BR or ON)-179018)
- Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu (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
Institucija/grupa
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 . .