Alternative teaching practices for inclusive education
The research that we carried out in this article tries to demonstrate how the good practices that the teachers of the Second Chance Schools have in their centers (significant learning, propinquity and support) are effective pedagogical tools to reduce rates of school failure and dropout and, in othe...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad de Huelva (UHU) |
| Repositorio: | Arias Montano. Repositorio Institucional de la Universidad de Huelva |
| Idioma: | inglés |
| OAI Identifier: | oai:ariasmontano.uhu.es:10272/16113 |
| Acceso en línea: | http://hdl.handle.net/10272/16113 |
| Access Level: | acceso abierto |
| Palabra clave: | Inclusive education Alternative teaching Teachers Educación inclusiva Profesión docente |
| Sumario: | The research that we carried out in this article tries to demonstrate how the good practices that the teachers of the Second Chance Schools have in their centers (significant learning, propinquity and support) are effective pedagogical tools to reduce rates of school failure and dropout and, in other cases, to eliminate those two hurdles that the education system has and which is exacerbated in certain social contexts. Basically, this research is articulated in a theoretical framework, a research process or methodological framework, results from that research and the establishment of conclusions. |
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