Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden

in Schuelka, Matthew; Johnstone, Christopher; Thomas, Gary (Eds.) et al SAGE Handbook of Inclusion and Diversity in Education (2019)

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 ▲]

Grand Duchy of Luxembourg

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 ▲]

Radical listening and dialogue in educational research

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 ▲]

Le portfolio de développement professionnel en formation initiale et continue : description, comparaison et mise en perspective de quatre dispositifs de formation.

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

Le portfolio de développement professionnel du Bachelor en Sciences de l’Éducation du l’Université du Luxembourg : un média et un processus en constante évolution

in Actes du 24e colloque de l’ADMEE (2012)

The importance of the gender aspect for teacher in preschool, primary and secondary schools in Luxemburg

Report (2009)

Die Bedeutung des Geschlechteraspektes für die berufliche und persönliche Entwicklung/Biographie von Erziehenden und Lehrenden. Triangulation der Ergebnisse

Report (2005)

Die Bedeutung des Geschlechteraspektes für die berufliche und persönliche Entwicklung/Biographie von Erziehenden und Lehrenden.

Report (2004)

L’importance de l’aspect du genre dans le développement professionnel et personnel des futurs agents éducatifs et pédagogiques.

Poster (2004)

Aperçu théorique et les premiers résultats du projet sur le genre « Recherche sur l’importance de l’aspect du genre pour le développement personnel et professionnel des agents éducatifs et sociaux.

Presentation (2004)