Dalibor Sternadel
Französisch
Zugehörigkeit
KPMG
Bildungsstufe
- FBBE
- Schulische Bildung
- Hochschulbildung
Geografischer Anwendungsbereich Expertise
Politische themen
- Zugang zu hochwertiger Bildung für alle
- Inklusion und Nicht-Diskriminierung von Gruppen, die bei der allgemeinen und beruflichen Bildung benachteiligt sind
- Schulabbruch, Teilnahme an allgemeiner und beruflicher Bildung
- Fachübergreifendes Arbeiten
- Innovation und Chancengleichheit in der Bildung
Selected publications
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Durin, S., Jaillet, C., Sternadel, D. (2023). ASE : la sécurisation des parcours, un objectif incontournable. Actualités Sociales Hebdomadaires. Available from : ASE : la sécurisation des parcours, un objectif incontournable – ASH | Actualités sociales hebdomadaires.
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Sternadel, D. (2022). Covic : impacts sur la scolarisation en France et en Europe. Groupe de Recherche sur la Démocratisation Scolaire. Available from Covid : impacts sur la scolarisation en France et en Europe – Démocratisation scolaire (democratisation-scolaire.fr).
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Sternadel, D. (2021). ‘The impact of COVID-19 on student learning outcomes across Europe: thechallenges of distance education for all’, NESET Ad hoc report no. 2/2021. (15) (PDF) The impact of COVID-19 on student learning outcomes across Europe: the challenges of distance education for all. Available from : study template (nesetweb.eu)
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Dumcius, R., Siarova, H., Merrell, C., Huttova, J., Gudynas, P/, Tveit, S., Sternadel, D., Szonyi, E., Berg Mulvik, I., Prospective Report on the Future of Assessment in Primary and Secondary Education. Brussels, European Commission. Available from : Prospective report on the future of assessment in primary and secondary education – Publications Office of the EU (europa.eu)
- Siarova, H., Sternadel, D., Szőnyi, E. (2019). Research for CULT Committee – Science and Scientific Literacy as an Educational Challenge, European Parliament, Policy Department for Structural and Cohesion Policies, Brussels
- Kerzil, J., Sternadel, D. (2018). ‘Prise en compte de la diversité en formation initiale des enseignant(e)s en France : des prescriptions officielles aux maquettes de formation’ [Preparing for diversity in initial teacher education in France: from national regulations to the curriculum], Éducation et francophonie, 46(2), 51-72.
- McDougall, J., Zezulkova, M., van Driel, B., Sternadel, D. (2018). ‚Teaching media literacy in Europe: evidence of effective school practices in primary and secondary education‘. NESET II report, Luxembourg: Publications Office of the European Union.
- European Commission (2018). ‚Study on supporting school innovation across Europe’, Study prepared by PPMI for DG EAC, Luxembourg: Publications Office of the European Union.
- Siarova, H., Sternadel, D., Mašidlauskaite, R. (2017). ‚Assessment practices for 21st century learning: review of evidence‘, NESET II report, Luxembourg: Publications Office of the European Union.
- European Commission (2017). ‚Preparing Teachers for Diversity: The Role of Initial Teacher Education‘, Study prepared by PPMI for DG EAC, Luxembourg: Publications Office of the European Union.
- Budginaitė, I., Siarova, H., Sternadel, D., Mackonytė, G., Spurga, S. (2016). ‚Policies and practices for more equality and inclusion in and through education: Evidence and policy guidance from European research projects funded under FP6 and FP7‘, NESET II report, Luxembourg: Publications Office of the European Union.