Mette Molbæk
Biographic Data
| ID | 3476883 |
|---|---|
| NAME | Mette Molbæk |
| GIVEN NAMES | Mette |
| FAMILY NAME | Molbæk |
| SIGNATURE | MOLBÆK M |
| AFFILIATIONS | VIA University College |
| ORCID | 0000-0001-6080-1940 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Cross-professional collaboration and inclusive school development in Denmark
The paper is based on a study of cross-professional collaboration in Denmark and its impact on inclusive school development. The study takes its starting point in the understanding that all kinds of schools constitute a social practice, which is created through inclusion and exclusion processes, and characterised by both individuality and diversity, collectivity and homogeneity. Hence, we argue that inclusion is a right and an obligation for stud…
Triangulation with video observation when studying teachers’ practice
Purpose The purpose of this paper is to discuss methodological issues concerning the use of video observation of a single lesson as a supplement to interviews when studying teachers’ practice and competencies. Design/methodology/approach Using a Danish follow-up study focused on teachers’ practice as a jumping-off point, the authors address both opportunities and challenges when triangulating interviews with video observations of a single lesson.…
Approaching Inclusion as Social Practice
The article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education in primary and lower-secondary education (age 6-16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift …
Inclusive teaching strategies – dimensions and agendas
Inclusion has a high priority in education policy all over the world and teachers must be able to handle in practice increasing student diversity and the demands for creating an inclusive learning environment. In spite of the enhanced political focus, there is a lack of research focusing on how those teachers working with inclusion can be supported with more tangible and meaningful ways of understanding and developing inclusive classrooms. This a…
Inclusive teaching strategies – dimensions and agendas
Inclusion has a high priority in education policy all over the world and teachers must be able to handle in practice increasing student diversity and the demands for creating an inclusive learning environment. In spite of the enhanced political focus, there is a lack of research focusing on how those teachers working with inclusion can be supported with more tangible and meaningful ways of understanding and developing inclusive classrooms. This a…
Approaching Inclusion as Social Practice
The article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education in primary and lower-secondary education (age 6-16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift …
Cross-professional collaboration and inclusive school development in Denmark
The paper is based on a study of cross-professional collaboration in Denmark and its impact on inclusive school development. The study takes its starting point in the understanding that all kinds of schools constitute a social practice, which is created through inclusion and exclusion processes, and characterised by both individuality and diversity, collectivity and homogeneity. Hence, we argue that inclusion is a right and an obligation for stud…
Inclusive teaching strategies – dimensions and agendas
Inclusion has a high priority in education policy all over the world and teachers must be able to handle in practice increasing student diversity and the demands for creating an inclusive learning environment. In spite of the enhanced political focus, there is a lack of research focusing on how those teachers working with inclusion can be supported with more tangible and meaningful ways of understanding and developing inclusive classrooms. This a…
Approaching Inclusion as Social Practice
The article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education in primary and lower-secondary education (age 6-16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift …
Triangulation with video observation when studying teachers’ practice
Purpose The purpose of this paper is to discuss methodological issues concerning the use of video observation of a single lesson as a supplement to interviews when studying teachers’ practice and competencies. Design/methodology/approach Using a Danish follow-up study focused on teachers’ practice as a jumping-off point, the authors address both opportunities and challenges when triangulating interviews with video observations of a single lesson.…
Cross-professional collaboration and inclusive school development in Denmark
The paper is based on a study of cross-professional collaboration in Denmark and its impact on inclusive school development. The study takes its starting point in the understanding that all kinds of schools constitute a social practice, which is created through inclusion and exclusion processes, and characterised by both individuality and diversity, collectivity and homogeneity. Hence, we argue that inclusion is a right and an obligation for stud…
Collaborative Teaching and Inclusion (3 works) · Political science (3 works) · Psychology (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Inclusion (mineral (2 works) · Pedagogy (2 works) · Social exclusion (2 works) · Children's Rights and Participation (1 work) · Computer Science (1 work)