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You searched for subject:( Inclusive education Teacher preparedness ). Showing records 1 – 30 of 163567 total matches.

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University of Zululand

1. Titi, Punyuzwa. An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education .

Degree: 2012, University of Zululand

 The aim of this study was to investigate the level of preparedness of educators from the Mthatha District to implement inclusive education. A qualitative design… (more)

Subjects/Keywords: Inclusive education ; Inclusive education  – Teacher preparedness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Titi, P. (2012). An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1203

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Titi, Punyuzwa. “An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education .” 2012. Thesis, University of Zululand. Accessed June 16, 2019. http://hdl.handle.net/10530/1203.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Titi, Punyuzwa. “An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education .” 2012. Web. 16 Jun 2019.

Vancouver:

Titi P. An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education . [Internet] [Thesis]. University of Zululand; 2012. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10530/1203.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Titi P. An investigation into the level of preparedness of the educators in Mthatha district to implement inclusive education . [Thesis]. University of Zululand; 2012. Available from: http://hdl.handle.net/10530/1203

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

2. Rossi III, Louis Alfonso. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.

Degree: PhD, Education, Vocational-Technical, 2018, Virginia Tech

 In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the… (more)

Subjects/Keywords: Special education; STEM education; School and Staffing Survey Teacher Questionnaire; Inclusive STEM education; Teacher preparedness

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APA (6th Edition):

Rossi III, L. A. (2018). Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83868

Chicago Manual of Style (16th Edition):

Rossi III, Louis Alfonso. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Doctoral Dissertation, Virginia Tech. Accessed June 16, 2019. http://hdl.handle.net/10919/83868.

MLA Handbook (7th Edition):

Rossi III, Louis Alfonso. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Web. 16 Jun 2019.

Vancouver:

Rossi III LA. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10919/83868.

Council of Science Editors:

Rossi III LA. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83868


University of Zululand

3. Naicker, Jeshni. Educators' preparedness for inclusive education .

Degree: 2008, University of Zululand

 The aim of this investigation was to establish educators' preparedness for inclusive education: Educators seem to embrace the human rights philosophy underpinning the introduction of… (more)

Subjects/Keywords: Inclusive education ; Inclusive education  – Educators' preparedness

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APA (6th Edition):

Naicker, J. (2008). Educators' preparedness for inclusive education . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Naicker, Jeshni. “Educators' preparedness for inclusive education .” 2008. Thesis, University of Zululand. Accessed June 16, 2019. http://hdl.handle.net/10530/239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Naicker, Jeshni. “Educators' preparedness for inclusive education .” 2008. Web. 16 Jun 2019.

Vancouver:

Naicker J. Educators' preparedness for inclusive education . [Internet] [Thesis]. University of Zululand; 2008. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10530/239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Naicker J. Educators' preparedness for inclusive education . [Thesis]. University of Zululand; 2008. Available from: http://hdl.handle.net/10530/239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Akron

4. Francis, Kula Akiia. THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS.

Degree: PhD, Urban Studies and Public Affairs, 2007, University of Akron

 At all levels of government, it is of the utmost importance that the state of the education system is in tact. In as much as… (more)

Subjects/Keywords: Education Performance; School Preparedness; Teacher Preparedness

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APA (6th Edition):

Francis, K. A. (2007). THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1177526119

Chicago Manual of Style (16th Edition):

Francis, Kula Akiia. “THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS.” 2007. Doctoral Dissertation, University of Akron. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1177526119.

MLA Handbook (7th Edition):

Francis, Kula Akiia. “THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS.” 2007. Web. 16 Jun 2019.

Vancouver:

Francis KA. THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS. [Internet] [Doctoral dissertation]. University of Akron; 2007. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1177526119.

Council of Science Editors:

Francis KA. THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS. [Doctoral Dissertation]. University of Akron; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1177526119


Boston College

5. Keefe, Elizabeth Stringer. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2017, Boston College

 The number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools… (more)

Subjects/Keywords: autism; autism spectrum disorder; special education teacher preparation; teacher education; teacher preparation; teacher preparedness

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APA (6th Edition):

Keefe, E. S. (2017). Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107658

Chicago Manual of Style (16th Edition):

Keefe, Elizabeth Stringer. “Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.” 2017. Doctoral Dissertation, Boston College. Accessed June 16, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107658.

MLA Handbook (7th Edition):

Keefe, Elizabeth Stringer. “Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.” 2017. Web. 16 Jun 2019.

Vancouver:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2019 Jun 16]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107658.

Council of Science Editors:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107658


Massey University

6. Ord, Katherine Ann. Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching.

Degree: PhD, Education, 2010, Massey University

 This thesis investigates the phenomenon of ‘preparedness’ as it is employed in relation to the preparation of early childhood teachers through initial teacher education. It… (more)

Subjects/Keywords: Early childhood teachers; Early childhood teacher training; Preparedness; Teacher education

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APA (6th Edition):

Ord, K. A. (2010). Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/2483

Chicago Manual of Style (16th Edition):

Ord, Katherine Ann. “Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching.” 2010. Doctoral Dissertation, Massey University. Accessed June 16, 2019. http://hdl.handle.net/10179/2483.

MLA Handbook (7th Edition):

Ord, Katherine Ann. “Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching.” 2010. Web. 16 Jun 2019.

Vancouver:

Ord KA. Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching. [Internet] [Doctoral dissertation]. Massey University; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10179/2483.

Council of Science Editors:

Ord KA. Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching. [Doctoral Dissertation]. Massey University; 2010. Available from: http://hdl.handle.net/10179/2483


Arizona State University

7. Waitoller, Federico Roberto. A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education.

Degree: PhD, Special Education, 2011, Arizona State University

 One of the critical imperatives for the development of inclusive school systems is the capacity to nurture and develop teachers who have the skills, critical… (more)

Subjects/Keywords: Education; Special education; Teacher education; Inclusive education; sociocultural theory; Teacher learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Waitoller, F. R. (2011). A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14404

Chicago Manual of Style (16th Edition):

Waitoller, Federico Roberto. “A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education.” 2011. Doctoral Dissertation, Arizona State University. Accessed June 16, 2019. http://repository.asu.edu/items/14404.

MLA Handbook (7th Edition):

Waitoller, Federico Roberto. “A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education.” 2011. Web. 16 Jun 2019.

Vancouver:

Waitoller FR. A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jun 16]. Available from: http://repository.asu.edu/items/14404.

Council of Science Editors:

Waitoller FR. A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/14404


University of Kansas

8. Siuty, Molly Elizabeth. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.

Degree: PhD, Special Education, 2017, University of Kansas

 Urban education systems serve nearly 16 million students and employ almost one million teachers in the United States. The preparation of teachers for urban settings… (more)

Subjects/Keywords: Special education; inclusive education; teacher education; teacher identity; urban education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Siuty, M. E. (2017). (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26117

Chicago Manual of Style (16th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Doctoral Dissertation, University of Kansas. Accessed June 16, 2019. http://hdl.handle.net/1808/26117.

MLA Handbook (7th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Web. 16 Jun 2019.

Vancouver:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1808/26117.

Council of Science Editors:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26117


University of Waikato

9. Daveta, Mereoni Laveti. Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes .

Degree: 2009, University of Waikato

 The purpose of this research was to examine teacher perspectives and attitudes on inclusive education for children with disabilities in Fiji. Teachers' perspectives and attitudes… (more)

Subjects/Keywords: inclusive education; Fiji; teacher perspectives; attitudes

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APA (6th Edition):

Daveta, M. L. (2009). Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/2769

Chicago Manual of Style (16th Edition):

Daveta, Mereoni Laveti. “Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes .” 2009. Masters Thesis, University of Waikato. Accessed June 16, 2019. http://hdl.handle.net/10289/2769.

MLA Handbook (7th Edition):

Daveta, Mereoni Laveti. “Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes .” 2009. Web. 16 Jun 2019.

Vancouver:

Daveta ML. Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes . [Internet] [Masters thesis]. University of Waikato; 2009. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10289/2769.

Council of Science Editors:

Daveta ML. Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes . [Masters Thesis]. University of Waikato; 2009. Available from: http://hdl.handle.net/10289/2769

10. Desutter, Keri Lynne. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.

Degree: PhD, Teaching & Learning, 2015, University of North Dakota

  The purpose of this explanatory sequential mixed methods study was to examine novice elementary teachers' perceptions of preparedness and competence for teaching in inclusive(more)

Subjects/Keywords: Inclusive education; Novice teachers; Teacher preparation

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APA (6th Edition):

Desutter, K. L. (2015). Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1763

Chicago Manual of Style (16th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Doctoral Dissertation, University of North Dakota. Accessed June 16, 2019. https://commons.und.edu/theses/1763.

MLA Handbook (7th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Web. 16 Jun 2019.

Vancouver:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Jun 16]. Available from: https://commons.und.edu/theses/1763.

Council of Science Editors:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1763


University of Western Ontario

11. Charles, Evan. Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time.

Degree: 2019, University of Western Ontario

 This study investigated the extent to which demographic, experiential, and belief factors at two points in time predict pre-service teachers’ self-efficacy for teaching in inclusive(more)

Subjects/Keywords: Inclusive education; pre-service teacher; self-efficacy; teacher education; inclusive beliefs; Educational Psychology

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APA (6th Edition):

Charles, E. (2019). Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6178

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Charles, Evan. “Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time.” 2019. Thesis, University of Western Ontario. Accessed June 16, 2019. https://ir.lib.uwo.ca/etd/6178.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Charles, Evan. “Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time.” 2019. Web. 16 Jun 2019.

Vancouver:

Charles E. Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2019 Jun 16]. Available from: https://ir.lib.uwo.ca/etd/6178.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Charles E. Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6178

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

12. Raponi, Jennifer Adelia. Students with Interrupted Formal Education: Teacher Perspectives.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  This research is a mixed methods case study of teachers’ perceptions about their ability to provide Students with Interrupted Formal Education a high quality… (more)

Subjects/Keywords: Students with Interrupted Formal Education; SIFE; ELL; teacher preparedness; teacher dilemmas; Education

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APA (6th Edition):

Raponi, J. A. (2016). Students with Interrupted Formal Education: Teacher Perspectives. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/638

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Raponi, Jennifer Adelia. “Students with Interrupted Formal Education: Teacher Perspectives.” 2016. Thesis, SUNY College at Brockport. Accessed June 16, 2019. https://digitalcommons.brockport.edu/ehd_theses/638.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Raponi, Jennifer Adelia. “Students with Interrupted Formal Education: Teacher Perspectives.” 2016. Web. 16 Jun 2019.

Vancouver:

Raponi JA. Students with Interrupted Formal Education: Teacher Perspectives. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Jun 16]. Available from: https://digitalcommons.brockport.edu/ehd_theses/638.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Raponi JA. Students with Interrupted Formal Education: Teacher Perspectives. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/638

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Stirling

13. Alenezi, Nouf. Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait.

Degree: PhD, 2016, University of Stirling

 This qualitative research inquiry explores the perspectives of a diverse range of participants, namely head teachers, teachers and mothers, towards inclusion of "slow learners" in… (more)

Subjects/Keywords: inclusive education; slow learners; Education Kuwait; Inclusive education Kuwait; Slow learning children; Parent-teacher relationships

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APA (6th Edition):

Alenezi, N. (2016). Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/24053

Chicago Manual of Style (16th Edition):

Alenezi, Nouf. “Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait.” 2016. Doctoral Dissertation, University of Stirling. Accessed June 16, 2019. http://hdl.handle.net/1893/24053.

MLA Handbook (7th Edition):

Alenezi, Nouf. “Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait.” 2016. Web. 16 Jun 2019.

Vancouver:

Alenezi N. Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait. [Internet] [Doctoral dissertation]. University of Stirling; 2016. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1893/24053.

Council of Science Editors:

Alenezi N. Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait. [Doctoral Dissertation]. University of Stirling; 2016. Available from: http://hdl.handle.net/1893/24053


George Mason University

14. Guckert, Mary. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .

Degree: 2013, George Mason University

 Cyberbullying is a pervasive problem that puts students at risk of successful academic outcomes and the ability to feel safe in school. As most students… (more)

Subjects/Keywords: Special education; Education; Teacher education; bystander; cyberbullying; inclusive classroom; special education; student perceptions; teacher perceptions

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APA (6th Edition):

Guckert, M. (2013). Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Thesis, George Mason University. Accessed June 16, 2019. http://hdl.handle.net/1920/8208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Web. 16 Jun 2019.

Vancouver:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1920/8208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Massey University

15. Attwood, Sophia. Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology .

Degree: 2017, Massey University

 The exclusion of students who experience disability is a social justice issue that persists in New Zealand despite efforts to establish a fully inclusive education(more)

Subjects/Keywords: High school teachers; Training of; Inclusive education; Preparedness; New Zealand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6th Edition):

Attwood, S. (2017). Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13400

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Attwood, Sophia. “Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology .” 2017. Thesis, Massey University. Accessed June 16, 2019. http://hdl.handle.net/10179/13400.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Attwood, Sophia. “Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology .” 2017. Web. 16 Jun 2019.

Vancouver:

Attwood S. Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology . [Internet] [Thesis]. Massey University; 2017. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10179/13400.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Attwood S. Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology . [Thesis]. Massey University; 2017. Available from: http://hdl.handle.net/10179/13400

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

16. Alkire, Meghan Marie. What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?.

Degree: MSEd, Education and Human Development, 2010, SUNY College at Brockport

  The goal for this study was to create a list of techniques for co-teachers based on the components of co-teaching for which the co-teachers… (more)

Subjects/Keywords: THESIS 2002; special education; inclusive Education; teacher preparation; teaching teams; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alkire, M. M. (2010). What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/37

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alkire, Meghan Marie. “What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?.” 2010. Thesis, SUNY College at Brockport. Accessed June 16, 2019. https://digitalcommons.brockport.edu/ehd_theses/37.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alkire, Meghan Marie. “What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?.” 2010. Web. 16 Jun 2019.

Vancouver:

Alkire MM. What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Jun 16]. Available from: https://digitalcommons.brockport.edu/ehd_theses/37.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alkire MM. What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/ehd_theses/37

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

17. Dube, Florence. Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools.

Degree: 2015, University of South Africa

 Primary school teachers in Zimbabwe tend to face a number of challenges that need to be overcome if they are to handle learners with diverse… (more)

Subjects/Keywords: Multiple Intelligences Theory; Gifted learners; Trainee teacher; Teacher education; Mentor; Inclusive education; Gifted education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dube, F. (2015). Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19101

Chicago Manual of Style (16th Edition):

Dube, Florence. “Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools.” 2015. Doctoral Dissertation, University of South Africa. Accessed June 16, 2019. http://hdl.handle.net/10500/19101.

MLA Handbook (7th Edition):

Dube, Florence. “Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools.” 2015. Web. 16 Jun 2019.

Vancouver:

Dube F. Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10500/19101.

Council of Science Editors:

Dube F. Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19101


Penn State University

18. Abd Wahid, Nur Husna. LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM.

Degree: PhD, Workforce Education and Development, 2016, Penn State University

 This mixed method sequential explanatory study examines the perception of teaching preparedness of Living Skills teachers who graduated from Universiti Teknologi Malaysia. Teaching competencies related… (more)

Subjects/Keywords: Teacher Preparation; Career and Technical Education; Teaching Preparedness; workforce education and development

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APA (6th Edition):

Abd Wahid, N. H. (2016). LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/w3763676r

Chicago Manual of Style (16th Edition):

Abd Wahid, Nur Husna. “LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM.” 2016. Doctoral Dissertation, Penn State University. Accessed June 16, 2019. https://etda.libraries.psu.edu/catalog/w3763676r.

MLA Handbook (7th Edition):

Abd Wahid, Nur Husna. “LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM.” 2016. Web. 16 Jun 2019.

Vancouver:

Abd Wahid NH. LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Jun 16]. Available from: https://etda.libraries.psu.edu/catalog/w3763676r.

Council of Science Editors:

Abd Wahid NH. LIVING SKILLS TEACHER PERCEPTION OF TEACHING PREPAREDNESS: AN EXPLORATION OF MALAYSIAN TEACHER EDUCATION SYSTEM. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/w3763676r


Queens University

19. Wintle, Jimmy. A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS .

Degree: Education, 2010, Queens University

 In this qualitative study the experience of a young woman with an intellectual disability (ID) auditing a university course was explored from multiple perspectives. This… (more)

Subjects/Keywords: Education; Inclusive; Post-secondary; Intellectual disability; Teacher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wintle, J. (2010). A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5980

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wintle, Jimmy. “A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS .” 2010. Thesis, Queens University. Accessed June 16, 2019. http://hdl.handle.net/1974/5980.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wintle, Jimmy. “A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS .” 2010. Web. 16 Jun 2019.

Vancouver:

Wintle J. A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1974/5980.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wintle J. A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5980

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – San Diego

20. Wood, Jacqueline Michelle. Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education.

Degree: EducLeadership (JtEdDoc CSUSM), 2017, University of California – San Diego

 Since the 1970s there has been a growing legislative focus, in the United States and abroad, on providing inclusive education for students with disabilities in… (more)

Subjects/Keywords: Special education; Educational leadership; Teacher education; inclusion; inclusive education; special education; special educator; teacher attitude; teacher self-efficacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wood, J. M. (2017). Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/24t55110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wood, Jacqueline Michelle. “Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education.” 2017. Thesis, University of California – San Diego. Accessed June 16, 2019. http://www.escholarship.org/uc/item/24t55110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wood, Jacqueline Michelle. “Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education.” 2017. Web. 16 Jun 2019.

Vancouver:

Wood JM. Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Jun 16]. Available from: http://www.escholarship.org/uc/item/24t55110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wood JM. Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/24t55110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Otago

21. Rutherford, Gill. Different ways of knowing? Understanding disabled students’ and teacher aides’ school experiences within a context of relational social justice .

Degree: 2010, University of Otago

 Disabled students’ experiences of working with teacher aides constitute a recent focus of international inquiry. To date in New Zealand, there has been no specific… (more)

Subjects/Keywords: disabled students; teacher aides; school experiences; social justice; inclusive education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rutherford, G. (2010). Different ways of knowing? Understanding disabled students’ and teacher aides’ school experiences within a context of relational social justice . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/357

Chicago Manual of Style (16th Edition):

Rutherford, Gill. “Different ways of knowing? Understanding disabled students’ and teacher aides’ school experiences within a context of relational social justice .” 2010. Doctoral Dissertation, University of Otago. Accessed June 16, 2019. http://hdl.handle.net/10523/357.

MLA Handbook (7th Edition):

Rutherford, Gill. “Different ways of knowing? Understanding disabled students’ and teacher aides’ school experiences within a context of relational social justice .” 2010. Web. 16 Jun 2019.

Vancouver:

Rutherford G. Different ways of knowing? Understanding disabled students’ and teacher aides’ school experiences within a context of relational social justice . [Internet] [Doctoral dissertation]. University of Otago; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10523/357.

Council of Science Editors:

Rutherford G. Different ways of knowing? Understanding disabled students’ and teacher aides’ school experiences within a context of relational social justice . [Doctoral Dissertation]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/357


Queensland University of Technology

22. Bourke, Patricia E. The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study.

Degree: 2008, Queensland University of Technology

 Schools in Queensland, Australia, are undergoing inclusive education reform, following the report of the Ministerial Taskforce on Inclusive Education (Students with Disabilities) in 2004. The… (more)

Subjects/Keywords: inclusive education; teacher aides; support for students; professional development; collaborative teaming

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bourke, P. E. (2008). The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/25910/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bourke, Patricia E. “The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study.” 2008. Thesis, Queensland University of Technology. Accessed June 16, 2019. https://eprints.qut.edu.au/25910/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bourke, Patricia E. “The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study.” 2008. Web. 16 Jun 2019.

Vancouver:

Bourke PE. The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study. [Internet] [Thesis]. Queensland University of Technology; 2008. [cited 2019 Jun 16]. Available from: https://eprints.qut.edu.au/25910/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bourke PE. The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study. [Thesis]. Queensland University of Technology; 2008. Available from: https://eprints.qut.edu.au/25910/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

23. Mukuna, Kananga Robert. Psychosocial factors that influence peer interaction among francophone adolescent learners in the selected high schools in the Western Cape, South Africa .

Degree: 2016, University of the Western Cape

 Immigrant adolescent learners are at risk for loneliness, isolation, rejection, and interpersonal distress from being perceived as outsiders or not belonging to the groups. This… (more)

Subjects/Keywords: Francophone learner; Inclusive education; Adolescence; Psychosocial factors; Teacher support; Social support

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mukuna, K. R. (2016). Psychosocial factors that influence peer interaction among francophone adolescent learners in the selected high schools in the Western Cape, South Africa . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mukuna, Kananga Robert. “Psychosocial factors that influence peer interaction among francophone adolescent learners in the selected high schools in the Western Cape, South Africa .” 2016. Thesis, University of the Western Cape. Accessed June 16, 2019. http://hdl.handle.net/11394/5696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mukuna, Kananga Robert. “Psychosocial factors that influence peer interaction among francophone adolescent learners in the selected high schools in the Western Cape, South Africa .” 2016. Web. 16 Jun 2019.

Vancouver:

Mukuna KR. Psychosocial factors that influence peer interaction among francophone adolescent learners in the selected high schools in the Western Cape, South Africa . [Internet] [Thesis]. University of the Western Cape; 2016. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/11394/5696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mukuna KR. Psychosocial factors that influence peer interaction among francophone adolescent learners in the selected high schools in the Western Cape, South Africa . [Thesis]. University of the Western Cape; 2016. Available from: http://hdl.handle.net/11394/5696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

24. Payne-Van Staden, Isabel. Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden .

Degree: 2015, North-West University

 The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow… (more)

Subjects/Keywords: Teacher self-efficacy; Full-service schools; Inclusive education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Payne-Van Staden, I. (2015). Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16540

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Payne-Van Staden, Isabel. “Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden .” 2015. Thesis, North-West University. Accessed June 16, 2019. http://hdl.handle.net/10394/16540.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Payne-Van Staden, Isabel. “Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden .” 2015. Web. 16 Jun 2019.

Vancouver:

Payne-Van Staden I. Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden . [Internet] [Thesis]. North-West University; 2015. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10394/16540.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Payne-Van Staden I. Exploring full-service school teachers' self-efficacy within an inclusive education system / Isabel Payne-Van Staden . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/16540

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Almeida, Jacqueline Praxedes de. O curso de pedagogia da Universidade Federal de Alagoas e a formação docente para a prática da educação inclusiva.

Degree: 2014, Universidade de Évora

 Este trabalho procura conhecer a percepção de professores e alunos sobre a implementaçãp do modelo inclusivo na formação de professores no curso de Pedagogia da… (more)

Subjects/Keywords: Diversidade; Educação inclusiva; Formação docente; Diversity; Inclusive education; Teacher training

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APA (6th Edition):

Almeida, J. P. d. (2014). O curso de pedagogia da Universidade Federal de Alagoas e a formação docente para a prática da educação inclusiva. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Almeida, Jacqueline Praxedes de. “O curso de pedagogia da Universidade Federal de Alagoas e a formação docente para a prática da educação inclusiva.” 2014. Thesis, Universidade de Évora. Accessed June 16, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Almeida, Jacqueline Praxedes de. “O curso de pedagogia da Universidade Federal de Alagoas e a formação docente para a prática da educação inclusiva.” 2014. Web. 16 Jun 2019.

Vancouver:

Almeida JPd. O curso de pedagogia da Universidade Federal de Alagoas e a formação docente para a prática da educação inclusiva. [Internet] [Thesis]. Universidade de Évora; 2014. [cited 2019 Jun 16]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Almeida JPd. O curso de pedagogia da Universidade Federal de Alagoas e a formação docente para a prática da educação inclusiva. [Thesis]. Universidade de Évora; 2014. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Johnson, Shirley Ann. Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory.

Degree: PhD, Education, Health & Behavior Studies, 2017, University of North Dakota

  ABSTRACT Inclusive education is one of the most complex and demanding reforms in schools today. How school systems are structured may account for the… (more)

Subjects/Keywords: complexity theory; Co-teacher Relationships; co-teaching; Inclusion; Inclusive Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johnson, S. A. (2017). Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2242

Chicago Manual of Style (16th Edition):

Johnson, Shirley Ann. “Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory.” 2017. Doctoral Dissertation, University of North Dakota. Accessed June 16, 2019. https://commons.und.edu/theses/2242.

MLA Handbook (7th Edition):

Johnson, Shirley Ann. “Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory.” 2017. Web. 16 Jun 2019.

Vancouver:

Johnson SA. Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Jun 16]. Available from: https://commons.und.edu/theses/2242.

Council of Science Editors:

Johnson SA. Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2242


Washington State University

27. [No author]. GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA .

Degree: 2014, Washington State University

 Although Saudi Arabia has an inclusive classroom for students with learning disabilities (LDs) the general education teachers are not prepared to handle the special needs… (more)

Subjects/Keywords: Special education; Education; Teacher education; Attitude; Inclusive education; Knowledge; Learning disabilities; Strategies; Teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2014). GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/5428

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA .” 2014. Thesis, Washington State University. Accessed June 16, 2019. http://hdl.handle.net/2376/5428.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA .” 2014. Web. 16 Jun 2019.

Vancouver:

author] [. GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA . [Internet] [Thesis]. Washington State University; 2014. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/2376/5428.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA . [Thesis]. Washington State University; 2014. Available from: http://hdl.handle.net/2376/5428

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

28. Altieri, Elizabeth M. Learning to Negotiate Difference: Narratives of Experience in Inclusive Education.

Degree: PhD, Teaching and Learning, 2001, Virginia Tech

  This narrative inquiry examined how a small group of general educators constructed three essential understandings of themselves as teachers within the context of inclusive(more)

Subjects/Keywords: Teacher Learning; Inclusive Education; Teacher Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Altieri, E. M. (2001). Learning to Negotiate Difference: Narratives of Experience in Inclusive Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29309

Chicago Manual of Style (16th Edition):

Altieri, Elizabeth M. “Learning to Negotiate Difference: Narratives of Experience in Inclusive Education.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 16, 2019. http://hdl.handle.net/10919/29309.

MLA Handbook (7th Edition):

Altieri, Elizabeth M. “Learning to Negotiate Difference: Narratives of Experience in Inclusive Education.” 2001. Web. 16 Jun 2019.

Vancouver:

Altieri EM. Learning to Negotiate Difference: Narratives of Experience in Inclusive Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10919/29309.

Council of Science Editors:

Altieri EM. Learning to Negotiate Difference: Narratives of Experience in Inclusive Education. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29309


University of Toronto

29. Chassels, Caroline June. Responses to Difference in Initial Teacher Education: A Case of Racial and Linguistic Minority Immigrant Teacher Candidates.

Degree: 2011, University of Toronto

Despite recent rhetoric advocating the diversification of the teacher workforce, teachers in Canada continue to be disproportionately white and of northern European heritage. By investigating… (more)

Subjects/Keywords: diversity; teacher induction; immigrant settlement; inclusive policy; integrative theory; initial teacher education; teacher professional development; diversification of teacher workforce; 0530

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chassels, C. J. (2011). Responses to Difference in Initial Teacher Education: A Case of Racial and Linguistic Minority Immigrant Teacher Candidates. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29682

Chicago Manual of Style (16th Edition):

Chassels, Caroline June. “Responses to Difference in Initial Teacher Education: A Case of Racial and Linguistic Minority Immigrant Teacher Candidates.” 2011. Doctoral Dissertation, University of Toronto. Accessed June 16, 2019. http://hdl.handle.net/1807/29682.

MLA Handbook (7th Edition):

Chassels, Caroline June. “Responses to Difference in Initial Teacher Education: A Case of Racial and Linguistic Minority Immigrant Teacher Candidates.” 2011. Web. 16 Jun 2019.

Vancouver:

Chassels CJ. Responses to Difference in Initial Teacher Education: A Case of Racial and Linguistic Minority Immigrant Teacher Candidates. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1807/29682.

Council of Science Editors:

Chassels CJ. Responses to Difference in Initial Teacher Education: A Case of Racial and Linguistic Minority Immigrant Teacher Candidates. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29682


University of Zululand

30. Mthethwa, Gerald Simangaliso. Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment .

Degree: 2008, University of Zululand

 The present study examiners principals' knowledge about and attitudes towards inclusive education. The first aim of the study was to ascertain the extent to which… (more)

Subjects/Keywords: Inclusive education ; Inclusive education  – Attitudes

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mthethwa, G. S. (2008). Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/341

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mthethwa, Gerald Simangaliso. “Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment .” 2008. Thesis, University of Zululand. Accessed June 16, 2019. http://hdl.handle.net/10530/341.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mthethwa, Gerald Simangaliso. “Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment .” 2008. Web. 16 Jun 2019.

Vancouver:

Mthethwa GS. Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment . [Internet] [Thesis]. University of Zululand; 2008. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10530/341.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mthethwa GS. Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment . [Thesis]. University of Zululand; 2008. Available from: http://hdl.handle.net/10530/341

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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