Thematische Bibliographien / Center for Urban and Multicultural Education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Center for Urban and Multicultural Education“

Autor: Grafiati
Veröffentlicht am 28. Juli 2024
Zuletzt aktualisiert am 31. Juli 2025

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Zeitschriftenartikel zum Thema "Center for Urban and Multicultural Education"

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Skyllstad, Kjell. "Managing Urban Cultural Complexity." Lidé města 14, no. 2 (2012): 347–67. https://doi.org/10.14712/12128112.3517.

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Around the middle of the 1970s some musicians and music educators living in the Norwegian capital of Oslo met to discuss ways to create better harmony between the nature and extent of music activities in the capital and the increasing cultural complexity of its population caused by a sharp increase in immigration. This gave rise to the founding of the Intermusic center, a pioneer organization working towards bringing the population at large into living contact with the rich cultural heritage of the variegated immigrant population. The competence earned through this pioneering work was later to
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Bohn, T. M., S. Yu Malysheva, and A. A. Salnikova. "Difficulties of Soviet Urbanization and Construction of the “Socialist City” in the Multicultural Periphery: Kazan in the 1920s." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 163, no. 3 (2021): 226–40. http://dx.doi.org/10.26907/2541-7738.2021.3.226-240.

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Based on the example of Kazan in the 1920s, the difficulties and problems of implementing the Soviet policy of urbanization and “socialist city” construction in cities with a nationally and religiously heterogeneous population are shown. This policy and the related processes of rural-urban migration, “indigenization”, “apartment redistribution”, and development of the urban outskirts at the expense of the former “bourgeois” center destroyed, deliberately and purposefully, the urban culture that had previously prevailed here and changed the social and national composition of the urban populatio
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Zeen, Aliya, and Frauch Jonathan. "The Future of Multi-Cultural Societies." Journal of European Studies and Education 2, no. 3 (2020): 35–42. https://doi.org/10.5281/zenodo.3628065.

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In a global World, many of our cities and larger urban areas are in reality the true picture of a 21st century multicultural society. International cities like Amsterdam, Berlin, London, Moscow, New York, Shanghai and Singapore are the face of the new global societies we live in. How will our perceptions on multi-cultural societies change in this next decade? People naturally move to seek a better life; this occurred in the 19th and 20th century America, and Europe, but also on a local scale within countries, as our urban centers expanded. This movement also shaped our perceptions on what a mu
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Siemiatycki, Myer. "Governing Immigrant City." American Behavioral Scientist 55, no. 9 (2011): 1214–34. http://dx.doi.org/10.1177/0002764211407840.

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This article explores the paradoxes of Toronto’s experience of immigrant and minority political incorporation. The city once synonymous with ethnic homogeneity is now among the world’s most multicultural urban centers. The city, which proclaims “Diversity Our Strength” as its official motto, has a poor record of electing immigrants and minorities to public office. And the city, whose municipal council is overwhelmingly composed of White, European-origin politicians, has an exemplary record of promoting inclusion, equity, antiracism, and human rights in its policies and programs. The article an
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Teguh Yuwono and K.P.Suharyono Soemarwoto Hadiningrat. "RE-ENGINEERING JAKARTA CITY INTO A SUSTAINABLE AND RESILIENT GLOBAL CITY BASED ON CONTEMPORARY PUBLIC POLICY." JIPOWER : Journal of Intellectual Power 1, no. 3 (2024): 8–18. https://doi.org/10.63786/jipower.v1i3.23.

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The relocation of the capital of Indonesia from Jakarta to the archipelago has the consequence of reengineering Jakarta into a specific city referring to the dynamics and aspirations that develop as the embodiment of contemporary public policy. Where the aspirations of the community are one of the important considerations that will be taken by the central government and the Jakarta Special Region government. The change of Jakarta's status from the Special Capital Region of Jakarta to the Special Region of Jakarta must be determined in any case, so that there is no overlap in its implementation
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Coello de Cunha Guimaraes, Natacha, J. Antonio Garcia-Casal, Sofía Díaz Mosquera, María Alvarez Ariza, and Raimundo Mateos Álvarez. "456 - Viability of RUDAS as a screening tool for cognitive decline in primary health care settings." International Psychogeriatrics 32, S1 (2020): 176–77. http://dx.doi.org/10.1017/s1041610220003087.

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IntroductionPrimary Health Care (PHC) has an essential role in the early detection of people with cognitive impairment (CI). Rowland Universal Dementia Assessment Scale (RUDAS) is a brief cognitive test, appropriate for people with minimum completed level of education and easily adaptable to multicultural contexts. For these reasons it could be a good instrument for dementia screening in PHC. It comprises the following areas: recent memory, body orientation, praxis, executive functions and language.ObjectivesThe objective of this study was to analyse the viability of RUDAS, as an instrument fo
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Shkurov, E., M. Yenin, T. Kolomiiets, and Kenneth Laundra. "Globalization processes in the modern city." National Technical University of Ukraine Journal. Political science. Sociology. Law, no. 3(51) (December 8, 2021): 19–30. http://dx.doi.org/10.20535/2308-5053.2021.3(51).246412.

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The pace of urbanization at the beginning of the XXI century is accelerating. For large cities, the processes of globalization are becoming significant. Globalization has become one of the powerful factors that determine the formation of both visual-architectural, and cultural-behavioral and economicpolitical spheres of city life. Globalization creates and sets the general trends of behavioral patterns of society, determining their frames of unified processes at the global and regional levels. Ukrainian sociological thought lacks a reception of Western discourses of the city's globalization. T
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Tway, Eileen. "The Resource Center: Multicultural Education." Language Arts 66, no. 5 (1989): 571–77. http://dx.doi.org/10.58680/la198924910.

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Trubowitz, Julius. "A Multicultural Education Experience." Urban Education 30, no. 3 (1995): 306–16. http://dx.doi.org/10.1177/0042085995030003004.

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Rios, Francisco A. "Thinking in Urban, Multicultural Classrooms." Urban Education 28, no. 3 (1993): 245–66. http://dx.doi.org/10.1177/0042085993028003002.

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Dissertationen zum Thema "Center for Urban and Multicultural Education"

1

Mossler, Adrienne C. "Urban agriculture and education center an answer to urban food deserts /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1212011471.

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Thesis (Master of Architecture)--University of Cincinnati, 2008.<br>Advisors: Jay Chatterjee (Committee Chair), Elizabeth Riorden (Committee Co-Chair). Title from electronic theses title page (viewed Sept. 5, 2008.). Includes abstract. Keywords: grocery; food deserts. Includes bibliographical references.
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MOSSLER, ADRIENNE C. "Urban Agriculture and Education Center: An Answer to Urban Food Deserts." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212011471.

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Walker, Dixon Shirley Ann. "Principal's Perceptions of the Multicultural Leadership in Urban Schools." Thesis, Cabrini University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974706.

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<p> The purpose of this qualitative case study was to ascertain the perceptions of a principal regarding leadership insights into the ability to lead effectively in urban and multicultural education settings. The researcher determined that the potential existed for this participant, who was actively working to address issues brought on by diversity, to serve as a role model for culturally-responsive teaching through a case study. The increasing diversity among prekindergarten to Grade 12 students requires a more adequately trained, culturally aware faculty and staff. This case study used the t
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Ibrahim, Eronif. "A case study of Texas regional education service center multicultural/diversity trainers' perception of teacher resistance and structural barriers to multicultural education." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2489.

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Williams, Kamilah Aisha. "BETWEEN BLEAKNESS AND HOPE IN A LARGE URBAN SCHOOL DISTRICT: CULTURALLY RESPONSIVE PEDAGOGY IN SPECIAL EDUCATION." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1403035434.

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James, Tenisha Celita. "African American Students in a California Community College| Perceptions of Cultural Congruity and Academic Self-Concept within a Black Culture Center." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635875.

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<p> This study focused on the cultural congruity and academic self-concept of African American students in a community college setting who participated in a Black Culture Center. The purpose of this quantitative correlational study was to examine the relationship between cultural congruity and academic self-concept through the following two research questions: what relationship, if any, exists between cultural congruity and academic self-concept, and does cultural congruity influence academic self-concept among African American students participating in a Black Culture Center in a two-year his
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Guidubaldi, John Michael. "Ecological and Personal Predictors of Science Achievement in an Urban Center." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1227381213.

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Jones, Nicole Evans. "A qualitative study of key factors that impact the job satisfaction of teachers in three urban public elementary schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/2431.

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Determining teacher job satisfaction has become a critical focus for public school administrators due to the codification of the No Child Left Behind Act of 2001. Recruitment and retention of quality teachers is both beneficial for continual student achievement and cost effective for school districts. The job satisfaction of those teachers often determines the retention rates. The purpose of this study is to determine key factors that impact job satisfaction of teachers in three urban public elementary schools who have remained in their positions five or more years. This qualitative study was
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Grove, Jean Pierre. "Thinking a mind development center in central Pretoria /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01262005-074512.

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Jimenez, Quispe Luz. "Indians weaving in cyberspace indigenous urban youth cultures, identities and politics of languages." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605909.

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<p> This study is aimed at analyzing how contemporary urban Aymara youth hip hoppers and bloggers are creating their identities and are producing discourses in texts and lyrics to contest racist and colonial discourses. The research is situated in Bolivia, which is currently engaged in a cultural and political revolution supported by Indigenous movements. Theoretically the study is framed by a multi-perspective conceptual framework based on subaltern studies, coloniality of power, coloniality of knowledge, interculturality and decolonial theory. Aymara young people illustrate the possibility o
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Bücher zum Thema "Center for Urban and Multicultural Education"

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Educational Resources Information Center (U.S.), ed. Promising programs and practices in multicultural education. North Central Regional Educational Laboratory, 1995.

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Ngo, Bic. Unresolved identities: Discourse, ambivalence, and urban immigrant students. State University of New York Press, 2010.

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Centro Boliviano de Investigación y Acción Educativas. Diversidad cultural y procesos educativos: Lineamientos para una propuesta de educación intercultural en escuelas urbano-populares de la región andina de Bolivia. CEBIAE, 1998.

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Grant, Carl A. Intersectionality and urban education: Identities, policies, spaces, and power. Information Age Publishing Inc., 2014.

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Murrell, Peter C. Race, culture and schooling: Identities of achievement in multicultural urban schools. Lawrence Erlbaum Associates, 2007.

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Lipman, Pauline. The new political economy of urban education: Neoliberalism, race, and the right to the city. Routledge, 2011.

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Smith, Louis M. Urban parent education: Dilemmas and resolutions. Hampton Press, 1997.

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Catherine, Cooper, and Gandara Patricia C, eds. When diversity works: Bridging families, peers, schools and communities at CREDE. Lawrence Erlbaum Associates, 2001.

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Dalton, Kehoe, Todd-Lozinski Karen, and York University (Toronto, Ont.). Urban Studies Programme., eds. Words into action: Race-ethnic relations in large urban school boards. Urban Studies Programme, Division of Social Science, York University, 1985.

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Wilmer, Villa, and Grueso Bonilla Arturo, eds. Diversidad, interculturalidad y construcción de ciudad. Universidad Pedagógica Nacional, 2008.

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Buchteile zum Thema "Center for Urban and Multicultural Education"

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Chang, Insil. "Multicultural Education in Korea." In Second International Handbook of Urban Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_12.

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Cone, Neporcha. "Using Problem-Based Learning to Contextualize the Science Experiences of Urban Teachers and Students." In Multicultural Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7651-7_10.

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Madyun, Na’im, and Moosung Lee. "Multicultural Community Development, Social Capital and Social Disorganization: Exploring Urban Areas in the United States." In Multicultural Education in Glocal Perspectives. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2222-7_9.

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Upadhyay, Bhaskar. "Multicultural Science Education in High Poverty Urban High School Contexts." In Springer International Handbooks of Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83122-6_56.

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Upadhyay, Bhaskar. "Multicultural Science Education in High Poverty Urban High School Contexts." In Springer International Handbooks of Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-37743-4_56-2.

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Goodwin, A. Lin, and Ee Ling Low. "Educating All Children in Multicultural, Multilingual Singapore: The Quest for Equity Amidst Diversity." In Second International Handbook of Urban Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_14.

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Emdin, Christopher. "On Hip-Hop and Multicultural Urban Science Education: Uncovering Science Genius." In Springer International Handbooks of Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83122-6_19.

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Emdin, Christopher. "On Hip-Hop and Multicultural Urban Science Education: Uncovering Science Genius." In Springer International Handbooks of Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-37743-4_19-2.

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Jo, Ji-Yeon O., and Minseung Jung. "Rethinking Diversity in South Korea: Examining the Ideological Underpinnings of Multicultural Education Policies and Programs." In Second International Handbook of Urban Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_13.

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Heinrich, Anna Juliane, and Angela Million. "Educational Inequality and Urban Development: Education as a Field for Urban Planning, Architecture and Urban Design." In Knowledge and Space. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78597-0_3.

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AbstractEducational inequalities and spatial disparities can be intertwined; consequently, education has become a field of action for urban planners, architects, and urban designers. To establish this key argument of our contribution, we start by explaining the background of education as a field of policy and action in urban development and planning in Germany. We establish how strategies for the development of deprived neighborhoods are focused on a growing variety of education-related topics and measures. Subsequently, we discuss so-called sociospatial educational landscapes as projects in w
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Konferenzberichte zum Thema "Center for Urban and Multicultural Education"

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Byeon, Haewon, Seong-Hun Yu, Hee-Kyung Jin, and SungHyoun Cho. "Prediction Model for Facilitating of Multicultural Family Support Center in Korea." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.07.

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Kienko, Tatyana S. "“Rostov Arena” Stadium: Revival of the Sociocultural through the Audiovisual and Influence of Education on the Perception of Urban Space." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-28-36.

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Alonso Sanz, María Amparo. "Así nos movemos en el aula, así nos vemos representados, así lo visibilizamos artísticamente." In III Congreso Internacional de Investigación en Artes Visuales :: ANIAV 2017 :: GLOCAL. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/aniav.2017.5145.

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La propuesta forma parte del proyecto de investigación "Estudio de la calidad estética de tres centros educativos" http://tresescuelas.blogs.uv.es/ en el que observamos la forma en que la arquitectura, la cultura visual y la estética cotidiana configuran un entramado que da cobertura a las condiciones de calidad en las que se desarrollan los procesos de enseñanza aprendizaje. La experiencia estética se contempla como forma de experimentar la cotidianeidad de la escuela desde la relación entre el cuerpo y el entorno. Sabemos poco respecto a los intereses y necesidades infantiles y la forma en q
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Annisa, Muhsinah, and Mrs Listiani. "Elementary School Teachers' Understanding of Nature of Science: A Study on Rural, Bordered, Coastal, and Urban Areas of North Kalimantan." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.44.

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Baiduri, Ratih, Sulian Ekomila, Supsiloani Supsiloani, Maryatun Kabatiah, and Ayu Rulyani. "Maintaining Local Wisdom in the Middle of a Multicultural Urban Community in Medan City: Approaches and Obstacles." In Proceedings of the 6th International Conference on Innovation in Education, Science, and Culture, ICIESC 2024, 17 September 2024, Medan, Indonesia. EAI, 2025. https://doi.org/10.4108/eai.17-9-2024.2352990.

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Chen, Jianhua. "Establishment on Evaluation Index System for Urban Logistics Center Location Scheme." In Proceedings of the 2017 5th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ieesasm-17.2018.117.

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Lam, Johnny F. I., Li Jiagui, Hongfeng Zhang, and Yao Jin. "How to Construct a Multicultural Vocational Education and Training (MVET) Center in Macao – A Study Based on a Semi-Structured Interview and Thematic Analysis Method." In ICETT 2022: 2022 8th International Conference on Education and Training Technologies. ACM, 2022. http://dx.doi.org/10.1145/3535756.3535778.

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Nurjannah, Irma, Dwi Nuroduola, I. Made Dahrma, and Weko Aulia. "The Concept of Urban Green Open Space Development with Green Infrastructure in Kendari City." In Proceedings of the First International Conference on Science, Technology and Multicultural Education, ICOCIT-MUDA, July 25th-26th, 2019, Sorong, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.25-6-2019.2294309.

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León Ortiz, Ana María, and Tulio Edgar Guillén Sheen. "Property Appraisals with Multicriteria Analysis in Urban Buildings in the Historic Center of Cajamarca - Peru." In 21st LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leadership in Education and Innovation in Engineering in the Framework of Global Transformations: Integration and Alliances for Integral Development”. Latin American and Caribbean Consortium of Engineering Institutions, 2023. http://dx.doi.org/10.18687/laccei2023.1.1.1110.

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Williams, Titus. "DEALING WITH MULTICULTURALISM AND SOCIAL JUSTICE IN DIVERS SOCIAL SCIENCE CLASSROOMS: PERCEPTIONS AND EXPERIENCES OF INTERMEDIATE PHASE STUDENT TEACHERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end014.

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"This qualitative study reflects the perceptions and experiences of intermediate phase student teachers in dealing with multiculturalism and social justice in diverse classrooms. The content of Social Science as a subject in the intermediate phase, respond to many societal challenges currently associated with issues such as urban and rural settlement, pandemics, climate change, poverty, racism, etc. -these contents as portrayed in some subject themes, fulfils a role in enhancing social cohesion and tolerance for one another. In an age in which diversity, multiculturalism and social justice are
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Berichte der Organisationen zum Thema "Center for Urban and Multicultural Education"

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through t
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South Africa: Who uses youth centers and why? Population Council, 2001. http://dx.doi.org/10.31899/rh2001.1029.

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In 2000, the Reproductive Health Research Unit in KwaZulu Natal and the Population Council conducted an assessment of 12 youth centers and 7 affiliated peer education programs. The 12 centers, located in urban, peri-urban, and rural areas, offer very different services. The two centers of the KwaZulu-Natal Department of Health focus on providing reproductive health (RH) information and services to adolescents. The six centers of the Youth and Adolescent Reproductive Health Project provide a broader range of youth-friendly RH services, including counseling and life skills education, as well as
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