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ERIC Number: ED591294
Record Type: Non-Journal
Publication Date: 2018-Jan-16
Pages: 544
Abstractor: As Provided
ISBN: 978-0-1903-0845-2
ISSN: N/A
Diversity, Inclusion and Engagement. Third Edition
Hyde, Mervyn; Carpenter, Lorelei; Dole, Shelley
Oxford University Press
"Diversity, Inclusion and Engagement" presents a clear, socially oriented approach to understanding and developing inclusion in education. It focuses on encouraging preservice teachers to develop strategies to engage students of all backgrounds, needs and abilities in a diverse classroom. It conveys positive dimensions to promoting the implementation of inclusive education policy in practice, while at the same time focusing on those areas that we know are currently providing challenges for many teachers in engaging students in inclusive learning environments. This third edition responds to constant change in schools, the national curriculum implementation, national and international developments and heightened expectations of teachers by the public and employers. It includes some new chapters, notably one examining the needs of students facing challenges to their mental health and wellbeing. In addition, there is greater focus within most chapters on key issues, including early intervention, the use of technology, and assessment practices. There are also some new headings to help the instructors and students focus on classroom practice and facilitate individual and group learning. With extensive learning features that blend theoretical issues and context with practical skills, "Diversity, Inclusion and Engagement" provides pre-service teachers with the knowledge and understanding to manage classroom challenges and develop inclusive learning environments.
Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us
Publication Type: Books; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Students
Language: English
Sponsor: N/A
Authoring Institution: N/A