References of "Brendel, Michelle 50001048"
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See detailTeaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden
Powell, Justin J W UL; Merz-Atalik, Kerstin; Ališauskienė, Stefanija et al

in Schuelka, Matthew; Johnstone, Christopher; Thomas, Gary (Eds.) et al SAGE Handbook of Inclusion and Diversity in Education (in press)

Teaching in inclusive settings may be considered a new, challenging task; however, successfully supporting diverse pupils in their learning process has always been at the heart of outstanding pedagogy ... [more ▼]

Teaching in inclusive settings may be considered a new, challenging task; however, successfully supporting diverse pupils in their learning process has always been at the heart of outstanding pedagogy. Vast differences both in the extent and the quality of inclusive schooling exist between and within European countries. Promoting comparison and cooperation among countries with long-institutionalized inclusive schooling and countries with less inclusive structures, cultures, and practices proves crucial in education research and reform. Building upon a multi-year collaboration, we synthesize lessons learned about inclusive education reforms and “inspiring practices“ in inclusive education in partner schools in Germany, Iceland, Lithuania, Luxembourg, Spain, and Sweden. Contemporary practices take the diversity of groups of learners into account, building upon diversity as a resource; this served as the framework for our collaboration. The TdiverS consortium—as an EU-funded Comenius Network Project “Teaching Diverse Learners in (School-)Subjects“ (TdiverS)—was built on the following principles and goals: (1) diversity in theory and practice, resulting from collaborations of practitioners and scientists exchanging knowledge about teaching in inclusive settings; (2) strengthening awareness of the diversity of frameworks, conditions, and determining factors of teaching inclusively in varying cultural contexts; and (3) inclusive education research uniting multilevel, multicultural, and multidisciplinary perspectives. We highlight the values of inclusive education, map its contemporary European geography, summarize contemporary country-level education reforms and the local development of inclusive practices in six countries, and discuss lessons learned across Northern, Eastern, Southern, and Western Europe. [less ▲]

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See detailHuman Rights – Inclusion – Education. Interdisciplinary and Comparative Perspectives
Schäfer, Lea; Köpfer, Andreas; Aust, Robert et al

in Bildung und Erziehung (2018), 71(4), 481-482

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See detailGrand Duchy of Luxembourg
Powell, Justin J W UL; Limbach-Reich, Arthur UL; Brendel, Michelle UL

in Wehmeyer, Michael L.; Patton, James R. (Eds.) The Praeger International Handbook of Special Education (2017)

Luxembourg, among the world’s smallest but also wealthiest countries, lies in the heart of Western Europe. Bordered by Belgium, France, and Germany and historically known for its strategic position as the ... [more ▼]

Luxembourg, among the world’s smallest but also wealthiest countries, lies in the heart of Western Europe. Bordered by Belgium, France, and Germany and historically known for its strategic position as the “Gibraltar of the North,” Luxembourg is today one of the European Union’s three capital cities. Luxembourg sits at the crossroads between Europe’s Germanic and Francophone language communities. The Grand Duchy’s inhabitants and their many languages – the national language Luxemburgish as well as German and French as languages of administration and of everyday living – reflect the country’s close historical relations with its neighbors and remarkable migratory flows that have resulted in an ethnically hyper-diverse and multilingual population. Reflecting this cultural diversity, the educational system emphasizes language learning, with Luxemburgish learned in preschool; German the focus throughout primary schooling and in secondary technical-vocational education; and French emphasized in secondary academic-oriented schooling. Compulsory schooling age lasts from 4 to 16. The educational system provides a range of primary and secondary schools, mainly run by government but with some maintained by religious bodies. Home schooling is possible, but rare. At the tertiary level, the national flagship University of Luxembourg (UL), building upon the legacies of several postsecondary training institutes, was founded in 2003 according to three principles: internationality, multilingualism, and interdisciplinarity. Beyond this research university, more applied postsecondary organizations offer a range of courses of study. Today, tertiary attainment for 25 to 34 year-olds, more than half of each cohort, is among the highest across OECD countries. [less ▲]

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See detailRadical listening and dialogue in educational research
Siry, Christina UL; Brendel, Michelle UL; Frisch, Roger

in International Journal of Critical Pedagogy (2016), 7(3), 119-135

We seek to trouble the construct of radical listening through an interpretive analysis of our work in a collaborative research project with primary school teachers. At the heart of this project is a focus ... [more ▼]

We seek to trouble the construct of radical listening through an interpretive analysis of our work in a collaborative research project with primary school teachers. At the heart of this project is a focus on researching together with the study participants. During two years, we worked with a group of teachers in a “teacher inquiry group”, which sought to shed light on the possibilities of using narrative assessment approaches as an inclusive tool for teaching and learning science. The original goal of the study was to empower teachers to utilize a variety of dialogic assessment tools as tools for learning with their students. Through a guiding focus on radical listening and dialogue, the design of this overall study shifted and changed over time to fit the needs of the different stakeholders, and our focus on narrative assessment approaches also evolved over time. We will use different examples to illustrate the interactions of the teacher inquiry group, and also draw on our own work within our research group to complexify what it means to “listen”, learn from, and “dialogue” with others. [less ▲]

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See detailInklusioun: Zesumme liewen, zesumme léieren
Brendel, Michelle UL; Powell, Justin J W UL

Computer development (2016)

This video features inspiring practices in inclusive education in Luxembourg, filmed on location between 2014 and 2016 in the École Jean Jaurès in Esch-sur-Alzette. Film directed by Anne Schiltz and Pol ... [more ▼]

This video features inspiring practices in inclusive education in Luxembourg, filmed on location between 2014 and 2016 in the École Jean Jaurès in Esch-sur-Alzette. Film directed by Anne Schiltz and Pol Linden (MENJE, DPAV). [less ▲]

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See detailProblematizing science as a primary school discipline: Learning from contingencies and diversities
Schreiber, Catherina UL; Siry, Christina UL; Reuter, Bob UL et al

Poster (2015, September 03)

This paper puts the idea of a contingent nature of science at its fore, asking what we as researchers can learn from seemingly irreconcilable differences in our approaches and interpretations to past ... [more ▼]

This paper puts the idea of a contingent nature of science at its fore, asking what we as researchers can learn from seemingly irreconcilable differences in our approaches and interpretations to past, present and future developments in science education. To do so, we aim to explore the potentials of multi-perspectivity in an academic self-experiment. The idea is to problematize science as a school discipline from different theoretical, disciplinary and methodological standpoints. By taking one concrete example of a Luxembourgian primary school curriculum document, four researchers will independently apply their individual lenses on science as a school discipline. Concretely, the coverage of the hedgehog as a “characteristic animal” in our primary school curriculum will be commented on in historical, sociocultural and pedagogical perspectives. This concrete curricular example is seemingly defined and non disputable as a content theme in primary school science education in Luxembourg, and is also to be found in international curriculum policy documents. Yet a seemingly proven fact can be interpreted in multiple ways, not only to bridge controversies, as it is done so often, but as exploring the differences in a self-reflective manner. Through such multiple interpretations, we are specifically looking for inconsistencies between the four different narratives, instead of focusing on consensual conclusions or firm and consistent patterns. Instead we will follow a multi-layered approach to research in order to undertake a métissage approach to analyzing a component of the science pedagogical practice, allowing the different understandings on the Luxembourgian science curriculum to remain and complement each other in a complex manner. [less ▲]

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See detailLe portfolio de développement professionnel en formation initiale et continue : description, comparaison et mise en perspective de quatre dispositifs de formation.
Poncelet, Débora UL; Brendel, Michelle UL; Bourg, Viviane UL et al

in Dierendonck, Christophe; Loarer, Even; Rey, Bernard (Eds.) L’évaluation des compétences en milieu scolaire et en milieu professionnel (2014)

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See detailEis Schoul. L'inclusion de tous les enfants: un défi à relever
Brendel, Michelle UL; Elcheroth, Sylvie; Hilger, Marc et al

Book published by Confédération Caritas Luxembourg asbl (2008)

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See detailL’importance de l’aspect du genre dans le développement professionnel et personnel des futurs agents éducatifs et pédagogiques.
Kerger, Sylvie UL; Martin, Romain UL; Baltes-Löhr, Christel UL et al

in Vom Hofe, Alain (Ed.) Psychologie différentielle: Recherches et réflexions (2004)

Detailed reference viewed: 43 (9 UL)