Maria Christina Secher Schmidt's research while affiliated with IT University of Copenhagen and other places

... Mathematical reasoning ability can be built simply by observing. When the teacher delivers the material, or when students present their findings, other students can focus on listening and observing the process of conveying ideas carried out by the teacher or student [57]. In this situation, social cognitive theory explains that the learning process can occur simply through the process of observing or observing. ...

... This is a basic factor in the success of DFS and inclusion. Similarly, Hansen et al. (2020) conclude that inclusive schools must take a team approach to achieve inclusion. Norwich et al. (2005) discuss partnership with parents in the DFS and emphasize activating the role of parents in DFS and the need to enhance the relationship between parents and teachers. ...

... In the research project 'Approaching Inclusion', which investigated crossprofessional collaboration and its impact on developing more inclusive schools (Hansen et al., 2020b;Molbaek et al., 2019;Schmidt et al., 2018), we started by understanding inclusion and exclusion as two interrelated and constitutive mechanisms of society (Bjerre, 2015;Hansen, 2016;Laclau, 1996). From a sociological perspective, all communities need to place limits on what can be included and what must be excluded to secure their own existence (Hansen, 2012;Hansen et al., 2018). On the one hand, communities are characterised by some degree of diversity, while on the other hand, there needs to be a limit to how much diversity a community can accommodate without it posing a threat to the cohesion of the community. ...