Educators around the world increasingly see teacher education as crucial to developing pedagogies of inclusion, particularly as student populations diversify. While neoliberalism greatly contributes to the growing diversity of students for whom teachers need preparation, however, it is also shrinking public resources for serving those same populations while simultaneously constraining the work of teachers and teacher educators.

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Pedagogies of Inclusion in Teacher Education: Global Perspectives

Vertical coherence of the content topics coupled with careful sequencing of learning competencies considering studentâ€™s cognitive level of development has been identified as an excellent characteristic of a well-planned spiral progression approach of the curriculum. This descriptive-evaluative method of study tailored with the Discrepancy Evaluation Model (DEM) as a framework of analysis explored the Philippine Kindergarten to Grade 10 (Kto10) mathematics curriculum guide (CG) to determine the program strengths and areas that need improvement. The qualitative approach to the analysis of CG is supported by the feedbacks and experiences of 16 teacher-informants (3Male, 13Female). The curriculum mapping revealed that content topics were arranged in increasing complexity (though there were observed discontinuity) with the corresponding progression of mathematical tasks across the grade level. However, the spiral design of the curriculum failed to decongest the distribution of the content and learning competencies which became unrealistic to implement for general classrooms according to the level of cognitive development of Filipino learners as revealed by the feedbacks and experiences of mathematics teachers. The K to 10 Mathematics curriculum needs revision covering the most essential learning competencies (vertically arranged) per content area anchored on international benchmarks. https://doi.org/10.26803/ijlter.19.11.15

http://ijlter.org/index.php/ijlter/article/download/2759/pdf

Exploring Vertical Coherence of Content Topics in Philippine Spiral Kto10 Mathematics Curriculum

/pdf/immigrant-education-and-the-makings-of-a-never-citizen-the-1ykh43eb0d.pdf

Immigrant education and the makings of a never citizen: The case of Greece

Educators globally are struggling with how to serve newly arrived i~ii~nigrant students. This article prescnts results of a qualitative study i l i the south of Spain, iiivestigating contributions in~rnigrant associations can make to multicultural schools. We conducted 55 interviews and one focus group with ilntnigrant associations, and 32 interviews with teachers and sctlool directors. We found the teaching staffand iinmigrant associations willing aiid interested in cooperating to improving integration of ilninigrant children arid youth. fn particular, both groups saw immigrant associations as potential rnediators. Afierward, two partieipating schools began to take significant steps toward collaborating with nearby iinn~igrar~t associations. Key ~tyoitx~r: inlinigration, i~nrnigrant associatioris, intercultciral education, ernpowerrncnt, integration.

https://dialnet.unirioja.es/descarga/articulo/4603777.pdf

The participation of immigrant associations in multicultural school in southern Spain: some suggestions for cooperation

(2006). The Challenges of Globalization. Changes in Education Policy and Practice in the Greek Context. Childhood Education: Vol. 82, International Focus Issue 2006: Changes in Policy and Practice: A Global View, pp. 358-362.

Eva L. Vidali

Papers

The Challenges of Globalization. Changes in Education Policy and Practice in the Greek Context