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  1. Educating English language learners in an inclusive environment
    Published: 2019
    Publisher:  Peter Lang, New York ; Bern ; Berlin ; Brussels ; Vienna ; Oxford ; Warsaw

    Universitätsbibliothek Paderborn
    EMO1692
    Unlimited inter-library loan, copies and loan
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  2. Educating English Language Learners in an Inclusive Environment
    Second Edition
    Published: 2018
    Publisher:  Peter Lang Verlag, New York

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  3. Educating English language learners in an inclusive environment
    Published: [2019]; © 2019
    Publisher:  Peter Lang, New York ; Bern ; Berlin ; Brussels ; Vienna ; Oxford ; Warsaw

    Universitätsbibliothek Eichstätt-Ingolstadt
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    Source: Union catalogues
    Language: English
    Media type: Book
    ISBN: 9781433135019; 1433135019
    Other identifier:
    9781433135019
    RVK Categories: HD 172
    DDC Categories: 370
    Edition: Second edition
    Subjects: Englischunterricht; Ausländer; Lehrer; Fremdsprachenunterricht
    Other subjects: Bode; culture; diversity; Edition; Educating; education model; English; Environment; Hinchey; Inclusive; inclusive; Language; Learners; literacy development; millennial generation; Patricia; professionalism; role; Sarah; Second; Youb
    Scope: xviii, 154 Seiten, 23 cm, 255 g
  4. Becoming a great inclusive educator
    Contributor: Danforth, Scot (Publisher)
    Published: [2017]
    Publisher:  Peter Lang, Bern

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    Source: Union catalogues
    Contributor: Danforth, Scot (Publisher)
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9781433134852; 1433134853
    Other identifier:
    9781433134852
    DDC Categories: 370
    Edition: Second edition
    Series: Disability studies in education ; Vol. 21
    Subjects: Inklusive Pädagogik;
    Other subjects: EDUCATION / General; EDUCATION / Special Education / Behavioral, Emotional & Social Disabilities; EDUCATION / Teaching Methods & Materials / General; EDUCATION / Teaching Methods & Materials / Arts & Humanities; Teaching of specific groups & persons with special educational needs; Becoming; Danforth; edition; Educator; Great; Inclusive; second; Hardcover, Softcover / Pädagogik
    Scope: VIII, 366 Seiten, Illustrationen, 23 cm
    Notes:

    Enthält Literaturangaben

  5. Becoming a great inclusive educator
    Contributor: Danforth, Scot (Herausgeber)
    Published: [2017]
    Publisher:  Peter Lang, Berlin

    Universitäts- und Stadtbibliothek Köln, Hauptabteilung
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    Source: Union catalogues
    Contributor: Danforth, Scot (Herausgeber)
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9781433134852; 1433134853
    Other identifier:
    9781433134852
    Edition: Second edition
    Series: Disability studies in education ; Vol. 21
    Subjects: Inklusive Pädagogik;
    Other subjects: EDUCATION / General; EDUCATION / Special Education / Behavioral, Emotional & Social Disabilities; EDUCATION / Teaching Methods & Materials / General; EDUCATION / Teaching Methods & Materials / Arts & Humanities; Teaching of specific groups & persons with special educational needs; Becoming; Danforth; edition; Educator; Great; Inclusive; second; Hardcover, Softcover / Pädagogik
    Scope: VIII, 366 Seiten, Illustrationen, 23 cm
    Notes:

    Enthält Literaturangaben

  6. Educating English language learners in an inclusive environment
    Published: 2019
    Publisher:  Peter Lang, Berlin

    Universitätsbibliothek Paderborn
    Unlimited inter-library loan, copies and loan
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9781433135019; 1433135019
    Other identifier:
    9781433135019
    DDC Categories: 370
    Edition: Second edition
    Subjects: Englischunterricht; Ausländer; Englisch; Fremdsprachenunterricht
    Other subjects: Bode; culture; diversity; Edition; Educating; education model; English; Environment; Hinchey; Inclusive; inclusive; Language; Learners; literacy development; millennial generation; Patricia; professionalism; role; Sarah; Second; Youb
    Scope: xviii, 154 Seiten, 22.5 cm x 15 cm, 255 g
  7. Becoming a great inclusive educator
  8. Educating English language learners in an inclusive environment
    Published: 2019
    Publisher:  Peter Lang, New York

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  9. ICT dynamics for gender inclusive intermediary education
    minimum poverty and inequality thresholds in developing countries
    Published: [2021]
    Publisher:  African Governance and Development Institute, [Yaoundé]

    This study examines linkages between information and communication technology (ICT) dynamics, inequality and poverty in order to establish critical masses of poverty and inequality that should not be exceeded in order for ICT dynamics to promote... more

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    DS 524
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    This study examines linkages between information and communication technology (ICT) dynamics, inequality and poverty in order to establish critical masses of poverty and inequality that should not be exceeded in order for ICT dynamics to promote gender inclusive education in 57 developing countries for the period 2012-2016. Poverty is measured with the poverty headcount ratio at national poverty lines (% of the population) while inequality is proxied by the Gini coefficient, the Atkinson index and the Palma ratio. The ICT dynamics are measured with 'internet access in school', 'virtual social network', 'personal computers' 'mobile phone penetration', 'internet penetration' and 'fixed broadband subscriptions'. The empirical evidence is based on interactive Generalized Method of Moments estimators from which thresholds are computed contingent on the validity of tested hypotheses. First, the Gini coefficient should not exceed 0.5618 in order for 'internet access in school' to positively affect inclusive education. Second, the poverty headcount ratio at national poverty lines (% of the population) should remain below 33.6842% in order for 'internet access in school' to favorably influence inclusive education. Third, the Palma ratio should not exceed 3.3766 in order for internet penetration to favorably affect inclusive education. Fourth, for personal computers to increase inclusive education, the Gini coefficient, Palma ratio and poverty headcount (% of the population) should not exceed 0.4781, 3.5294 and 17.7272, respectively. The study confirms the significant role technological deepening plays in advancing inclusive education by means of policies that reduce poverty and income inequality, with potentially wider applicability to other developing economies. The study has provided poverty and inequality levels that should not be exceeded in order for personal computers, internet penetration and 'internet access in school' to promote gender inclusive education.

     

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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/244187
    Series: AGDI working paper ; WP/21, 012
    Subjects: Inclusive; Education; Inequality; Technology; Thresholds
    Scope: 1 Online-Ressource (circa 22 Seiten)
  10. Luke-Acts
    Political Biography/Historyunder Rome : on Gender and Ethnicity
    Published: [2020]

    In the Hellenistic-Roman world, both philosophical schools (Platonists) and ethnic groups (Romans, Athenians, Judeans) were committed to the authority of founder figures. Dionysius, Josephus, and Luke included biographies of their founders (Romulus,... more

    Index theologicus der Universitätsbibliothek Tübingen
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    No inter-library loan

     

    In the Hellenistic-Roman world, both philosophical schools (Platonists) and ethnic groups (Romans, Athenians, Judeans) were committed to the authority of founder figures. Dionysius, Josephus, and Luke included biographies of their founders (Romulus, Moses, Jesus) within their historical works. Luke-Acts also acculturated Roman politics: 1) Luke narrated the official leadership of early Pauline assemblies exclusively by males, not narrating earlier leadership by women (Junia, Euodia, Syntyche). 2) Luke gave Jesus an inaugural address “to declare God’s age open and welcome to all [nations]” (Luke 4:19 quoting Isa 61:2), urging Luke’s auditors to become multiethnic. Peter instituted this crossing of ethnic boundaries in Judea (Acts 10) and Paul “accepted all” in Rome (Acts 28:30), the concluding sentence of the two volumes. In der hellenistisch-römischen Welt fühlten sich sowohl philosophische Schulen wie die Platoniker als auch ethnische Gruppen wie Römer, Athener und Judäer der Autorität ihrer Gründungsfiguren verpflichtet. So bezogen Dionysius, Josephus und Lukas die Biographien ihrer Gründer (Romulus, Moses, Jesus) in ihre historiographischen Werke mit ein. Das lukanische Doppelwerk passte sich außerdem an die römischen politischen Gepflogenheiten an: 1) Das lk Doppelwerk erzählt lediglich von männlichen offiziellen Führungspersonen bei den frühen paulinischen Zusammenkünften, ohne eine frühere Leitung durch Frauen zu erwähnen (Junia, Euodia, Syntyche). 2) Lukas lässt Jesus eine Antrittsrede halten, in der „Gottes Zeitalter als offen und einladend für alle [Nationen]“ dargestellt wird (Lk 4,19, Zitat von Jes 61,2), und hält so seine Hörer zur multiethnischen Offenheit an. Petrus veranlasst das Überschreiten ethnischer Grenzen in Judäa (Apg 10) und Paulus hieß in Rom „alle willkommen“ (Apg 28,30) - der Abschlusssatz des lukanischen Doppelwerks.

     

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    Content information
    Volltext (lizenzpflichtig)
    Volltext (lizenzpflichtig)
    Source: Union catalogues
    Language: English
    Media type: Article (journal)
    Format: Online
    Other identifier:
    Parent title: Enthalten in: Zeitschrift für die neutestamentliche Wissenschaft; Berlin [u.a.] : de Gruyter, 1900; 111(2020), 1, Seite 65-99; Online-Ressource

    Subjects: Biography; Dionysius of Halicarnassus; Ethnicity; Foreigner; Gender; Historiography; Inclusive; Jesus; Josephus; Luke-Acts; Moses; Romulus