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.
Source:
Open Spaces for Interactions and Learning Diversities, 2016, 167-176
TY - 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 . .
