Interaction quality (emotional support) and classroom composition (percentage of DLLs) were related only to DLLs’ German language growth. There were numerous intercept effects that endured over the age span studied. Age-based growth models revealed interactions between DLL status and ECE characteristics.
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DLL status served as a focal moderator and parental education was considered as an additional moderator. Within this framework empirical knowledge of the transformative educational policy of the 1980s is analysed.Ĭan early childhood education (ECE) support the societal language development of children from linguistically diverse backgrounds? This study examined how existing variation in classroom interaction quality (CLASS Pre-K), classroom composition (percentages of children from low-income backgrounds and dual language learners ), and duration of attending German ECE were related to language trajectories from 30 to 73 months of age (n = 519 children in 154 classrooms). The discursive legitimation of specialised comprehensive education is seen as dependent on three interrelated frame factors: ideology, economics, and law. The case study design uses qualitative document analyses of archive materials including public investigations, minutes of political meetings, and newspaper debates. The establishment of specialised music classes in Sweden was symptomatic of the national adoption of neoliberal principles in education policy. Specialised music classes played a significant role in this context, as such programmes were increasingly considered models for specialisation and deregulation. As a result, the social democratic government began to relax the rigour of the unified, state-regulated educational system.
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During the 1980s, neoliberal ideas were gaining ground in Swedish educational policy.
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The following article examines the emerging historical legitimacy of specialised comprehensive schools in Sweden.