Overcoming Inequalities in Schools and Learning Communities: Innovative Education for a New Century

Leistungen

Proceedings of the first workshop
Report 1. Literature on Successful actions in a global world for the historically excluded.

This report will identify the main topics and gaps across the literature as a result of the workshop dialogues and visits.

Proceedings of the third workpackage
Proceedings of the 5 workshops on the role of teachers and communities

Proceedings of the 5 workshops on the role of teachers and communities.

Methodological working papers on the implementation of research methodologies in the analysis of successful actions, schools and learning communities
Report 2. The role of teachers and communities in the overcoming of social inequalities and educational success

Report analyzing the role of teachers and communities in the overcoming of social inequalities and educational success.

Report 3. Successful actions on the access of underserved population to higher education

Report with the main findings of WP3, totally addressed to give tools to overcome the absence of underserved populations in higher education.

Proposal of Special Issue on how to encourage the presence of underserved populations in higher education

Proposal of Special Issue on how to encourage the presence of underserved populations in higher education. The special issue will include articles from each participant country, highlighting the interdisciplinarity of the contributions.

Proceedings of the SALEACOM International Conference.

Main conclusions from the SALEACOM Conference will be collected.

Proposal of Special Issue.

This proposal will be based on the literature review, seminars and meetings during the secondments in each participant country as well as the empirical data from two case studies.

Synthesis report on research methodologies applied to SALEACOM’s contributions
Proceedings of the second workpackage

Veröffentlichungen

Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning

Autoren: Rocio Garcia-Carrion, Aitor Gomez, Silvia Molina, Vladia Ionescu
Veröffentlicht in: Australian Journal of Teacher Education, Ausgabe 42/4, 2017, Seite(n) 44-56, ISSN 1835-517X
Herausgeber: Edith Cowan University
DOI: 10.14221/ajte.2017v42n4.4

Leistungen

Veröffentlichungen

Diese Seite teilen

Herunterladen