Teacher´s Attitude to Immigrant Children in Czech, Austrian and Norwegian Elementary School Context

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F16%3A00089331" target="_blank" >RIV/00216224:14210/16:00089331 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Teacher´s Attitude to Immigrant Children in Czech, Austrian and Norwegian Elementary School Context

Popis výsledku v původním jazyce

This project deals with the topic of immigrant children integration into elementary schools from the teachers point of view in three countries: The Czech Republic, Austria and Norway. The main aim of the project is to characterize, analyse and compare current state of integration in mentioned countries in the terms of legislation, history and demography. To compare teachers attitude to supporting immigrant children is another goal of the project. This project will consist of both theoretical and empirical part. Theoretical part shows that legislations in each country is different not just in the terms of quality but also quantity of regulations and laws which each country offers. Examined educational contexts work with different integration measures. Teachers are than the factors dependent on these legislative frameworks and on national supervisory authorities.

Název v anglickém jazyce

Teacher´s Attitude to Immigrant Children in Czech, Austrian and Norwegian Elementary School Context

Popis výsledku anglicky

This project deals with the topic of immigrant children integration into elementary schools from the teachers point of view in three countries: The Czech Republic, Austria and Norway. The main aim of the project is to characterize, analyse and compare current state of integration in mentioned countries in the terms of legislation, history and demography. To compare teachers attitude to supporting immigrant children is another goal of the project. This project will consist of both theoretical and empirical part. Theoretical part shows that legislations in each country is different not just in the terms of quality but also quantity of regulations and laws which each country offers. Examined educational contexts work with different integration measures. Teachers are than the factors dependent on these legislative frameworks and on national supervisory authorities.

Druh

O - Ostatní výsledky

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů