To be or not to be an inclusive teacher: Are empathy and social dominance relevant factors to positive attitudes towards inclusive education?
نویسندگان
چکیده
منابع مشابه
Towards Inclusive Teacher Education: Sensitising Individuals to How They Learn
Higher Education has struggled to acknowledge and translate into better teaching and learning practices that sizeable literature base suggesting a link between cognitive style, learning preferences and performance. Eighty undergraduate students on a primary education degree were studied to examine the relationship between their cognitive style, learning preferences and perceived impact on their...
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Today, the degree to which such processes influence the way we think and learn largely depends on our ability to clarify for ourselves the differences between our received wisdom (from our formal, mainly western education) and the wisdom of the (home) cultures in which we grew up and were socialised, and from which we continue to learn important knowledge, skills and values. In the context of f...
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In recent years, the concept of ‘inclusiveness’ in teaching, learning and assessment has become increasingly acknowledged. Inclusive education, as a philosophy, addresses the fact that many learners, of all ages, experience barriers to learning and education because education systems are often explicitly geared towards those possessing favoured (and often ‘traditional’) ways of learning. Among ...
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In this paper we investigate a new way to represent the narrative structure in interactive drama models. It consists in explicitly defining generic links between actions, rather than relying on states, as it is the case for other interactive narrative approaches. This new approach is especially promising in terms of authoring.
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ژورنال
عنوان ژورنال: PLOS ONE
سال: 2019
ISSN: 1932-6203
DOI: 10.1371/journal.pone.0225993