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Publikationen 2019

Das Schülerlabor als Ort der Sprachentwicklung - Sprachsensibler Unterricht rund um die Süßungsmittel

[19-02] Haberzettl, S., Huwer, J., Bröhl, K., & Hempelmann, R. (2019). Das Schülerlabor als Ort der Sprachentwicklung - Sprachsensibler Unterricht rund um die Süßungsmittel. ChemKon, 26(2). doi:https://doi.org/10.1002/ckon.201800075

Ansprechpartner
Prof. Dr. Johannes Huwer

From Current Science to School - the Facets of Green Chemistry on the Example of Ionic Liquids

[19-01] Rauber, D., Philippi, F., Seibert, J., Huwer, J., Natter, H., & Hempelmann, R. (2019). From Current Science to School – the Facets of Green Chemistry on the Example of Ionic Liquids. World Journal of Chemical Education, 7(2). XXXXX

Ansprechpartner
Prof. Dr. Johannes Huwer

Bildung für Demokratie jenseits des Nationalen

Herausgeberband
Heidi Grobbauer / Gregor Lang-Wojtasik
Bildung für Demokratie jenseits des Nationalen
Heft 42(2019)1 der Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik

Ansprechpartner
Prof. Dr. Lang-Wojtasik

Bildung für eine Welt in Transformation

Herausgeberband
Lang-Wojtasik, Gregor (Hg.)
Bildung für eine Welt in Transformation. Global Citizenship Education als Chance für die Weltgesellschaft
Opladen/Berlin/Toronto: Barbara Budrich 2019

Ansprechpartner
Prof. Dr. Lang-Wojtasik

Transformative Cosmopolitan Education and Gandhi´s relevance today

Aufsatz
Lang-Wojtasik, Gregor
Transformative Cosmopolitan Education and Gandhi´s relevance today
In: International Journal of Global Learning and Development Education, 10(2018)1, S. 72 - 89

Ansprechpartner
Prof. Dr. Lang-Wojtasik

Multilingual Readers’ Theatre: Training Reading Fluency with multilingual scripts.

Theinert, Kerstin/Ilg, Angelika:
Multilingual Readers’ Theatre: Training Reading Fluency with multilingual scripts. In: Praxis Englisch.

Ansprechpartnerin:
Dr. Kerstin Theinert

Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings.

Case Studies in German, Swedish and Chilean Grade 4 Classrooms

Globalization has not only changed our society, it has also had a profound effect on education. Many schools deal with student populations that due to migration have become increasingly multilingual. Politically, few would argue against the importance of multilingualism; rather, it is promoted to the fullest. However, in practical terms the challenges associated with teaching and educational policies have increased manifold as a result of the linguistic diversity among student bodies. Reading is certainly regarded as a key learning skill, however, the question arises as to how the students' life-world multilingualism is taken into consideration.

Furthermore, being considered part of teachers' professional competence, teachers' mental processes and perceptions (beliefs) have been the focus in several different academic fields. Previous research suggests that there are significant links between teachers' beliefs and practices. This thesis explores the aforementioned aspects in greater detail, with the overall aim to gain a deeper understanding of teachers' beliefs and strategies when teaching reading in multilingual settings. Using a cross-disciplinary, qualitative research approach, the empirical inquiry is based on case studies within different, linguistically diverse settings. The case studies include classroom observations as well as teacher interviews in German, Swedish and Chilean grade 4 classrooms.

Monica Bravo Granström is an academic staff member at the University of Education Weingarten (Germany) with focus on multilingualism and language learning, as well as a Swedish instructor at several universities in the South of Germany.

Zum Buch (open access)

Ansprechpartnerin
Monica Bravo Granström

Sharing practice with professional collegues in an international context – the benefits for staff and students of international relationships in teacher education

Theinert, Kerstin/Whewell, Emma/Cox, Anna (under review).
Sharing practice with professional collegues in an international context – the benefits for staff and students of international relationships in teacher education. In: The New Educator. (peer-reviewed)

Ansprechpartnerin:
Dr. Kerstin Theinert