| Figures | ||
| I.1 | The section editors who contributed to the ISATT 40th Yearbook. | 3 |
| I.2 | The ISATT members’ academic lineage. | 4 |
| I.3 | Sample ISATT Regional Conferences. | 5 |
| I.4 | Channels representing how members joined ISATT. | 5 |
| I.5 | The past, present, and future of ISATT Conferences. | 8 |
| 2.1 | Complicated conditions of educational support for refugees from Ukraine. | 36 |
| 6.1 | A multi-layered model of the work of 4 teacher educators. | 103 |
| 7.1 | Perceived climate of guilt. | 120 |
| 7.2 | Perceived climate of empathy. | 121 |
| 9.1 | Path diagram. | 155 |
| 16.1 | Relationships between culturally sensitive education and agency. | 265 |
| Tables | ||
| I.1 | Participants in the 1983 and 1984 founding meetings of ISATT in Tilburg & The Netherlands. | 2 |
| I.2 | Founding members and their former students participating in ISATT. | 3 |
| 1.1 | Characteristics of culturally responsive teaching (Adapted from Villegas & Lucas, 2002). | 17 |
| 1.2 | Basic life skills for institutionalized children. | 19 |
| 2.1 | Comparison of the Polish and Ukrainian education systems. | 31 |
| 2.2 | The use of class type for refugee children and its consequences. | 35 |
| 3.1 | Characteristics of interview participants. | 47 |
| 3.2 | Interview analysis grid. | 48 |
| 4.1 | Representation of inclusive education at the beginning and the end of the training. | 60 |
| 4.2 | Case study: Professional development of three trainee teachers. | 63 |
| 6.1 | Participant roles and institutional settings. | 94 |
| 7.1 | Motivational climate created by the teacher’s interventions. | 119 |
| 7.2 | Perception of guilt-ridden climate. | 120 |
| 7.3 | Perception of empathic climate. | 121 |
| 9.1 | Descriptive analysis. | 154 |
| 9.2 | Pearson correlations between variables. | 154 |
| 9.3 | Direct and indirect effects between variables. | 155 |
| Comparative table of documents. | 207 | |
| 13.1 | Criteria for establishing levels of nominal intercultural capital. | 221 |
| 13.2 | High school and university students’ language goals by LGOAL category for all projects combined. | 223 |
| 13.3 | High school and university students’ self-reported success in reaching their language goals for all projects combined. | 223 |
| 13.4 | High school and university students’ levels of nominal intercultural capital for all projects combined. | 224 |
| 13.5 | Students’ levels of nominal intercultural capital for all projects combined, comparing students from France to students from abroad. | 224 |
于Inclusive Educational Ethics, Facing the Facts
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Magdalena Kohout-Diaz
Magdalena Kohout-Diaz
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Marie-Christine Deyrich
Marie-Christine Deyrich
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