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ERIC Number: EJ741909
Record Type: Journal
Publication Date: 2006-Aug
Pages: 14
Abstractor: Author
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0261-9768
Understanding and Responding to Diversity in the Primary Classroom: An International Study
Humphrey, Neil; Bartolo, Paul; Ale, Peter; Calleja, Colin; Hofsaess, Thomas; Janikova, Vera; Lous, Annemieke Mol Lous; Vilkiene, Vida; Wetso, Gun-Marie
European Journal of Teacher Education, v29 n3 p305-318 Aug 2006
The increased diversification of classrooms in recent years has placed additional demands upon teachers who strive to facilitate the learning and participation of all pupils. The aim of the current study was to explore how primary teachers across Europe understand and respond to diversity in their classrooms. A total of 35 teachers from 7 countries (Czech Republic, England, Germany, Holland, Lithuania, Malta, Sweden) participated in semi-structured interviews. Analysis of the data yielded several key themes: (i) the need for caring and inclusive attitudes and school ethos, (ii) facilitating inclusive values and solidarity in pupils, (iii) building collaborative networks, (iv) organising "responsive" teaching, and (v) facing challenges in responding to diversity. The implications of these findings for the development of inclusive practices are discussed. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940. Web site: http://www.tandf.co.uk/journals/default.html.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Czech Republic; Germany; Lithuania; Malta; Netherlands; Sweden; United Kingdom (England)