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You searched for subject:( Inclusive education Teacher preparedness ). Showing records 1 – 30 of 7291 total matches.

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University of Western Ontario

1. 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 July 20, 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. 20 Jul 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 Jul 20]. 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


Queens University

2. 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 (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 July 20, 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. 20 Jul 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 Jul 20]. 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

3. Rubinoff, Teri Seyna. Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies.

Degree: PhD, Education, 2017, York University

Teacher education programs have a responsibility to prepare teachers to support the diverse learning needs of students. However, this rarely includes critical examination of constructions… (more)

Subjects/Keywords: Teacher education; Critical disability studies; Disability studies in education; History of education; Inclusion; Inclusive education; Ontario; Special education; Teacher education

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APA (6th Edition):

Rubinoff, T. S. (2017). Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/33583

Chicago Manual of Style (16th Edition):

Rubinoff, Teri Seyna. “Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies.” 2017. Doctoral Dissertation, York University. Accessed July 20, 2019. http://hdl.handle.net/10315/33583.

MLA Handbook (7th Edition):

Rubinoff, Teri Seyna. “Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies.” 2017. Web. 20 Jul 2019.

Vancouver:

Rubinoff TS. Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies. [Internet] [Doctoral dissertation]. York University; 2017. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10315/33583.

Council of Science Editors:

Rubinoff TS. Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies. [Doctoral Dissertation]. York University; 2017. Available from: http://hdl.handle.net/10315/33583


Ryerson University

4. Siwik, Evelina. Early Childhood Educators' Perception Of Their Training And Support Needs For Inclusive Education.

Degree: 2013, Ryerson University

 Inclusion literature is multifaceted; demonstrated by variation in meaning and interpretation of the concept. Within the body of literature on inclusion, educators' perceive training and… (more)

Subjects/Keywords: Inclusive education; Mainstreaming in education; Special education teachers  – Canada; Inclusive education  – Canada; Teachers  – Training of; Teacher educators; Education  – Study and teaching (Higher)

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APA (6th Edition):

Siwik, E. (2013). Early Childhood Educators' Perception Of Their Training And Support Needs For Inclusive Education. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6589

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):

Siwik, Evelina. “Early Childhood Educators' Perception Of Their Training And Support Needs For Inclusive Education.” 2013. Thesis, Ryerson University. Accessed July 20, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6589.

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

MLA Handbook (7th Edition):

Siwik, Evelina. “Early Childhood Educators' Perception Of Their Training And Support Needs For Inclusive Education.” 2013. Web. 20 Jul 2019.

Vancouver:

Siwik E. Early Childhood Educators' Perception Of Their Training And Support Needs For Inclusive Education. [Internet] [Thesis]. Ryerson University; 2013. [cited 2019 Jul 20]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6589.

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

Council of Science Editors:

Siwik E. Early Childhood Educators' Perception Of Their Training And Support Needs For Inclusive Education. [Thesis]. Ryerson University; 2013. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6589

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

5. Ruscitti, Robert Joseph. Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study.

Degree: MSc -MS, Kinesiology & Health Science, 2018, York University

 Teachers have expressed negative attitudes towards inclusive physical education (PE), leading to the irregular inclusion of students with disabilities (SWD). Guided by the Elaboration Likelihood… (more)

Subjects/Keywords: Cognitive psychology; Inclusive physical education; Attention; Cognitive processing; Attitudes; Elaboration Likelihood Model; Teacher resources

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APA (6th Edition):

Ruscitti, R. J. (2018). Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/34371

Chicago Manual of Style (16th Edition):

Ruscitti, Robert Joseph. “Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study.” 2018. Masters Thesis, York University. Accessed July 20, 2019. http://hdl.handle.net/10315/34371.

MLA Handbook (7th Edition):

Ruscitti, Robert Joseph. “Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study.” 2018. Web. 20 Jul 2019.

Vancouver:

Ruscitti RJ. Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study. [Internet] [Masters thesis]. York University; 2018. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10315/34371.

Council of Science Editors:

Ruscitti RJ. Teachers' Attitudes Towards Inclusion in Physical Education: An Eye-Tracking Study. [Masters Thesis]. York University; 2018. Available from: http://hdl.handle.net/10315/34371


University of Manitoba

6. Jonasson, Douglas. The historical development of inclusive special education in a large urban Manitoba school division (2002-2015).

Degree: Educational Administration, Foundations and Psychology, 2017, University of Manitoba

 The purpose of this qualitative research study is to examine the evolution of inclusive special education policies and practices within an amalgamated urban school division… (more)

Subjects/Keywords: Inclusive special education

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APA (6th Edition):

Jonasson, D. (2017). The historical development of inclusive special education in a large urban Manitoba school division (2002-2015). (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32190

Chicago Manual of Style (16th Edition):

Jonasson, Douglas. “The historical development of inclusive special education in a large urban Manitoba school division (2002-2015).” 2017. Masters Thesis, University of Manitoba. Accessed July 20, 2019. http://hdl.handle.net/1993/32190.

MLA Handbook (7th Edition):

Jonasson, Douglas. “The historical development of inclusive special education in a large urban Manitoba school division (2002-2015).” 2017. Web. 20 Jul 2019.

Vancouver:

Jonasson D. The historical development of inclusive special education in a large urban Manitoba school division (2002-2015). [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1993/32190.

Council of Science Editors:

Jonasson D. The historical development of inclusive special education in a large urban Manitoba school division (2002-2015). [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32190


Brock University

7. Soleas, Eleftherios. New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom .

Degree: Department of Graduate and Undergraduate Studies in Education, Brock University

 Our perceptions of knowledge attainment have changed (Bezemer & Kress, 2010). The type of students our teachers once were is vastly different from the students… (more)

Subjects/Keywords: Inclusive Education; Learning Science; Teacher Education; Mixed-Methods; Accessibility

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APA (6th Edition):

Soleas, E. (n.d.). New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/6916

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Soleas, Eleftherios. “New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom .” Thesis, Brock University. Accessed July 20, 2019. http://hdl.handle.net/10464/6916.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Soleas, Eleftherios. “New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom .” Web. 20 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Soleas E. New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom . [Internet] [Thesis]. Brock University; [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10464/6916.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Soleas E. New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/6916

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Brock University

8. Lee, Nina. Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario .

Degree: Department of Graduate and Undergraduate Studies in Education, Brock University

 As the population of Learners of English as an Additional Language (LEALs) has increased steadily in mainstream classrooms over the last decade, mainstream classroom teachers… (more)

Subjects/Keywords: Teacher Preparedness; Learners of English as an Additional Language; Teacher Education; Mainstream Classrooms; Teacher Perceptions

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APA (6th Edition):

Lee, N. (n.d.). Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/12674

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lee, Nina. “Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario .” Thesis, Brock University. Accessed July 20, 2019. http://hdl.handle.net/10464/12674.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lee, Nina. “Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario .” Web. 20 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Lee N. Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario . [Internet] [Thesis]. Brock University; [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10464/12674.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Lee N. Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/12674

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Victoria

9. McLeod, Kristine Louise. Honouring the journey to the eighth fire: educating to create common-unity.

Degree: Department of Curriculum and Instruction, 2016, University of Victoria

 Honouring the Journey to the Eighth Fire: Educating to Create Common-Unity Many directions people turn to today there is dissension: bombings, riots, shootings, famine and… (more)

Subjects/Keywords: education; inclusive; community; diversity; unity

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APA (6th Edition):

McLeod, K. L. (2016). Honouring the journey to the eighth fire: educating to create common-unity. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/7550

Chicago Manual of Style (16th Edition):

McLeod, Kristine Louise. “Honouring the journey to the eighth fire: educating to create common-unity.” 2016. Masters Thesis, University of Victoria. Accessed July 20, 2019. http://hdl.handle.net/1828/7550.

MLA Handbook (7th Edition):

McLeod, Kristine Louise. “Honouring the journey to the eighth fire: educating to create common-unity.” 2016. Web. 20 Jul 2019.

Vancouver:

McLeod KL. Honouring the journey to the eighth fire: educating to create common-unity. [Internet] [Masters thesis]. University of Victoria; 2016. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1828/7550.

Council of Science Editors:

McLeod KL. Honouring the journey to the eighth fire: educating to create common-unity. [Masters Thesis]. University of Victoria; 2016. Available from: http://hdl.handle.net/1828/7550


University of Manitoba

10. Zaretsky, Joan Darlene. A study of Northern Manitoba principals' perspectives regarding new special education legislation.

Degree: Education, 2011, University of Manitoba

 In 2005, the province of Manitoba proclaimed the first ever legislation regarding the education of students with special needs, the Appropriate Educational Programming Amendment to… (more)

Subjects/Keywords: Inclusive special education; Educational administration

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APA (6th Edition):

Zaretsky, J. D. (2011). A study of Northern Manitoba principals' perspectives regarding new special education legislation. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4327

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):

Zaretsky, Joan Darlene. “A study of Northern Manitoba principals' perspectives regarding new special education legislation.” 2011. Thesis, University of Manitoba. Accessed July 20, 2019. http://hdl.handle.net/1993/4327.

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

MLA Handbook (7th Edition):

Zaretsky, Joan Darlene. “A study of Northern Manitoba principals' perspectives regarding new special education legislation.” 2011. Web. 20 Jul 2019.

Vancouver:

Zaretsky JD. A study of Northern Manitoba principals' perspectives regarding new special education legislation. [Internet] [Thesis]. University of Manitoba; 2011. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1993/4327.

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

Council of Science Editors:

Zaretsky JD. A study of Northern Manitoba principals' perspectives regarding new special education legislation. [Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4327

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


University of Manitoba

11. Gachocho, Margaret. An examination of teachers' perspectives on inclusive education: a case study of Thika East District, Kenya.

Degree: Educational Administration, Foundations and Psychology, 2017, University of Manitoba

 This qualitative case study explored teachers’ perceptions of inclusive education. The research questions focused on teachers’ experiences of educating students with disabilities in mainstream schools;… (more)

Subjects/Keywords: Teachers' Perspectives on Inclusive Education

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APA (6th Edition):

Gachocho, M. (2017). An examination of teachers' perspectives on inclusive education: a case study of Thika East District, Kenya. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32406

Chicago Manual of Style (16th Edition):

Gachocho, Margaret. “An examination of teachers' perspectives on inclusive education: a case study of Thika East District, Kenya.” 2017. Masters Thesis, University of Manitoba. Accessed July 20, 2019. http://hdl.handle.net/1993/32406.

MLA Handbook (7th Edition):

Gachocho, Margaret. “An examination of teachers' perspectives on inclusive education: a case study of Thika East District, Kenya.” 2017. Web. 20 Jul 2019.

Vancouver:

Gachocho M. An examination of teachers' perspectives on inclusive education: a case study of Thika East District, Kenya. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1993/32406.

Council of Science Editors:

Gachocho M. An examination of teachers' perspectives on inclusive education: a case study of Thika East District, Kenya. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32406


University of Toronto

12. Musisi, Lwanga Gasuza. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.

Degree: 2017, University of Toronto

Autism and Social Justice Education: Toward an Inclusive Education System in Uganda Master of Arts Social Justice Education Ontario Institute for Studies in Education (OISE)… (more)

Subjects/Keywords: Autism; Inclusive education; Pedagogy; Social justice; 0529

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APA (6th Edition):

Musisi, L. G. (2017). Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/77876

Chicago Manual of Style (16th Edition):

Musisi, Lwanga Gasuza. “Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.” 2017. Masters Thesis, University of Toronto. Accessed July 20, 2019. http://hdl.handle.net/1807/77876.

MLA Handbook (7th Edition):

Musisi, Lwanga Gasuza. “Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.” 2017. Web. 20 Jul 2019.

Vancouver:

Musisi LG. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1807/77876.

Council of Science Editors:

Musisi LG. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77876

13. Braun, Sheena. Unseen threads: weaving the stories between teacher beliefs and classroom practice.

Degree: Educational Administration, Foundations and Psychology, 2011, University of Manitoba

 This qualitative research study examines the relationship between three teacher participants’ beliefs and their classroom practices as it relates to the ongoing implementation of inclusive(more)

Subjects/Keywords: Inclusive education

…classrooms may be incongruence between inclusive education‟s legislated policy, teacher stated… …relate to inclusive education. This look creates a timely Teacher Beliefs and Classroom… …1994, p. 6) represented international consensus in favour of inclusive education… …beliefs and classroom practices. The Nature of Inclusion Interest in inclusive education and the… …broader human rights movement(Avramidis & Norwich, 2002), inclusive education aligns… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Braun, S. (2011). Unseen threads: weaving the stories between teacher beliefs and classroom practice. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4912

Chicago Manual of Style (16th Edition):

Braun, Sheena. “Unseen threads: weaving the stories between teacher beliefs and classroom practice.” 2011. Masters Thesis, University of Manitoba. Accessed July 20, 2019. http://hdl.handle.net/1993/4912.

MLA Handbook (7th Edition):

Braun, Sheena. “Unseen threads: weaving the stories between teacher beliefs and classroom practice.” 2011. Web. 20 Jul 2019.

Vancouver:

Braun S. Unseen threads: weaving the stories between teacher beliefs and classroom practice. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1993/4912.

Council of Science Editors:

Braun S. Unseen threads: weaving the stories between teacher beliefs and classroom practice. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4912


University of Victoria

14. Jaswal, Harpreet Kaur. Seismic preparedness of hospitals in Victoria, British Columbia, Canada.

Degree: Dept. of Geography, 2012, University of Victoria

 This research explored the extent to which two hospitals in the City of Victoria are prepared for a future earthquake event. The goal is to… (more)

Subjects/Keywords: hospital; disaster preparedness; community linkages; disaster training and education; emergency management

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APA (6th Edition):

Jaswal, H. K. (2012). Seismic preparedness of hospitals in Victoria, British Columbia, Canada. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3997

Chicago Manual of Style (16th Edition):

Jaswal, Harpreet Kaur. “Seismic preparedness of hospitals in Victoria, British Columbia, Canada.” 2012. Masters Thesis, University of Victoria. Accessed July 20, 2019. http://hdl.handle.net/1828/3997.

MLA Handbook (7th Edition):

Jaswal, Harpreet Kaur. “Seismic preparedness of hospitals in Victoria, British Columbia, Canada.” 2012. Web. 20 Jul 2019.

Vancouver:

Jaswal HK. Seismic preparedness of hospitals in Victoria, British Columbia, Canada. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1828/3997.

Council of Science Editors:

Jaswal HK. Seismic preparedness of hospitals in Victoria, British Columbia, Canada. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/3997


Queens University

15. Suppa, Christopher. Exploring Relationships Among Resilience, Engagement, Personality, and Performance in Teacher Education .

Degree: Education, Queens University

 Preservice teachers are the future of education and at the pinnacle of contemporary pedagogical practices, which could potentially influence generations of children. Investigating the relationships… (more)

Subjects/Keywords: TEACHER EDUCATION; PRESERVICE; PRE-SERVICE; RESILIENCE; ENGAGEMENT; TEACHER ENGAGEMENT; PERSONALITY; BIG FIVE; BIG FIVE PERSONALITY; ETS; BRS; BFI-10; PERFORMANCE; PRACTICUM; GPA; PRACTICUM PERFORMANCE; CONFIDENCE; PREPAREDNESS

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APA (6th Edition):

Suppa, C. (n.d.). Exploring Relationships Among Resilience, Engagement, Personality, and Performance in Teacher Education . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/26147

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Suppa, Christopher. “Exploring Relationships Among Resilience, Engagement, Personality, and Performance in Teacher Education .” Thesis, Queens University. Accessed July 20, 2019. http://hdl.handle.net/1974/26147.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Suppa, Christopher. “Exploring Relationships Among Resilience, Engagement, Personality, and Performance in Teacher Education .” Web. 20 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Suppa C. Exploring Relationships Among Resilience, Engagement, Personality, and Performance in Teacher Education . [Internet] [Thesis]. Queens University; [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1974/26147.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Suppa C. Exploring Relationships Among Resilience, Engagement, Personality, and Performance in Teacher Education . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/26147

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Ryerson University

16. Lobel, Rachel. Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System.

Degree: 2011, Ryerson University

 Although schools have the potential to be inclusive spaces for children and youth from all backgrounds, the current study has found that in Ontario, newcomer… (more)

Subjects/Keywords: Indigenous peoples  – Education  – Ontario; Native peoples  – Education  – Ontario; Inclusive education

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APA (6th Edition):

Lobel, R. (2011). Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6214

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):

Lobel, Rachel. “Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System.” 2011. Thesis, Ryerson University. Accessed July 20, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6214.

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

MLA Handbook (7th Edition):

Lobel, Rachel. “Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System.” 2011. Web. 20 Jul 2019.

Vancouver:

Lobel R. Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System. [Internet] [Thesis]. Ryerson University; 2011. [cited 2019 Jul 20]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6214.

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

Council of Science Editors:

Lobel R. Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System. [Thesis]. Ryerson University; 2011. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6214

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

17. Pompeo, Michelle. General Education Elementary Teachers' Perceptions of Developing "Interventionist" Beliefs and Practices.

Degree: 2011, University of Western Ontario

 This thesis investigates how “Interventionist”, “general education” (GEN) teachers, (or “core” teachers, as opposed to special educators) in the elementary stream, in Ontario, have learned… (more)

Subjects/Keywords: Development of teachers' inclusive beliefs and practices; Special Education and Teaching; Teacher Education and Professional Development

…Committee) and IEP (Individualized Education Plan) process, and teacher… …education teacher would also be influenced by social contexts, and/or by collaborating with others… …make Special Education a required part of initial teacher education” (Ontario College of… …general education teacher taking responsibility for their learning (Bunch & Valeo, 2004… …specific teacher in his or her particular context: 1. What are the general education teacher’s… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Pompeo, M. (2011). General Education Elementary Teachers' Perceptions of Developing "Interventionist" Beliefs and Practices. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/242

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):

Pompeo, Michelle. “General Education Elementary Teachers' Perceptions of Developing "Interventionist" Beliefs and Practices.” 2011. Thesis, University of Western Ontario. Accessed July 20, 2019. https://ir.lib.uwo.ca/etd/242.

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

MLA Handbook (7th Edition):

Pompeo, Michelle. “General Education Elementary Teachers' Perceptions of Developing "Interventionist" Beliefs and Practices.” 2011. Web. 20 Jul 2019.

Vancouver:

Pompeo M. General Education Elementary Teachers' Perceptions of Developing "Interventionist" Beliefs and Practices. [Internet] [Thesis]. University of Western Ontario; 2011. [cited 2019 Jul 20]. Available from: https://ir.lib.uwo.ca/etd/242.

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

Council of Science Editors:

Pompeo M. General Education Elementary Teachers' Perceptions of Developing "Interventionist" Beliefs and Practices. [Thesis]. University of Western Ontario; 2011. Available from: https://ir.lib.uwo.ca/etd/242

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


McGill University

18. Sisk, Jules. “Like blood is to the body” the role of teachers in building Liberia's peace.

Degree: PhD, Department of Integrated Studies in Education, 2015, McGill University

A decade after emerging from a fourteen-year civil war, Liberia's peace and its school system remain fragile. This work explores the role, both real and… (more)

Subjects/Keywords: Education - Teacher Training

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APA (6th Edition):

Sisk, J. (2015). “Like blood is to the body” the role of teachers in building Liberia's peace. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile132727.pdf

Chicago Manual of Style (16th Edition):

Sisk, Jules. ““Like blood is to the body” the role of teachers in building Liberia's peace.” 2015. Doctoral Dissertation, McGill University. Accessed July 20, 2019. http://digitool.library.mcgill.ca/thesisfile132727.pdf.

MLA Handbook (7th Edition):

Sisk, Jules. ““Like blood is to the body” the role of teachers in building Liberia's peace.” 2015. Web. 20 Jul 2019.

Vancouver:

Sisk J. “Like blood is to the body” the role of teachers in building Liberia's peace. [Internet] [Doctoral dissertation]. McGill University; 2015. [cited 2019 Jul 20]. Available from: http://digitool.library.mcgill.ca/thesisfile132727.pdf.

Council of Science Editors:

Sisk J. “Like blood is to the body” the role of teachers in building Liberia's peace. [Doctoral Dissertation]. McGill University; 2015. Available from: http://digitool.library.mcgill.ca/thesisfile132727.pdf


McGill University

19. Kishani Farahani, Najme. Teachers as change agents in the national curriculum reform in Iran: a social marketing approach to upscale an educational reform.

Degree: MA, Department of Integrated Studies in Education, 2012, McGill University

This qualitative study in part explores the beliefs, attitudes and intentions of Iranian elementary school teachers about engaging in a curriculum reform endeavour, the Systems… (more)

Subjects/Keywords: Education - Teacher Training

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APA (6th Edition):

Kishani Farahani, N. (2012). Teachers as change agents in the national curriculum reform in Iran: a social marketing approach to upscale an educational reform. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile110744.pdf

Chicago Manual of Style (16th Edition):

Kishani Farahani, Najme. “Teachers as change agents in the national curriculum reform in Iran: a social marketing approach to upscale an educational reform.” 2012. Masters Thesis, McGill University. Accessed July 20, 2019. http://digitool.library.mcgill.ca/thesisfile110744.pdf.

MLA Handbook (7th Edition):

Kishani Farahani, Najme. “Teachers as change agents in the national curriculum reform in Iran: a social marketing approach to upscale an educational reform.” 2012. Web. 20 Jul 2019.

Vancouver:

Kishani Farahani N. Teachers as change agents in the national curriculum reform in Iran: a social marketing approach to upscale an educational reform. [Internet] [Masters thesis]. McGill University; 2012. [cited 2019 Jul 20]. Available from: http://digitool.library.mcgill.ca/thesisfile110744.pdf.

Council of Science Editors:

Kishani Farahani N. Teachers as change agents in the national curriculum reform in Iran: a social marketing approach to upscale an educational reform. [Masters Thesis]. McGill University; 2012. Available from: http://digitool.library.mcgill.ca/thesisfile110744.pdf


McGill University

20. Miranda Martins, Dominique. The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers.

Degree: MA, Department of Integrated Studies in Education, 2012, McGill University

This study sought to understand how a group of pre-service teachers in a combined secondary science and mathematics teaching methods course conceptualized and experienced interdisciplinary… (more)

Subjects/Keywords: Education - Teacher Training

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APA (6th Edition):

Miranda Martins, D. (2012). The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile107875.pdf

Chicago Manual of Style (16th Edition):

Miranda Martins, Dominique. “The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers.” 2012. Masters Thesis, McGill University. Accessed July 20, 2019. http://digitool.library.mcgill.ca/thesisfile107875.pdf.

MLA Handbook (7th Edition):

Miranda Martins, Dominique. “The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers.” 2012. Web. 20 Jul 2019.

Vancouver:

Miranda Martins D. The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers. [Internet] [Masters thesis]. McGill University; 2012. [cited 2019 Jul 20]. Available from: http://digitool.library.mcgill.ca/thesisfile107875.pdf.

Council of Science Editors:

Miranda Martins D. The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers. [Masters Thesis]. McGill University; 2012. Available from: http://digitool.library.mcgill.ca/thesisfile107875.pdf


McGill University

21. Baranowski, Krystyna. Setting the scene for liminality: non-francophone French second language teachers' experience of process drama.

Degree: PhD, Department of Integrated Studies in Education, 2010, McGill University

Non-francophone teachers of French as a second or additional language (FSL) often struggle with overwhelming oral anxiety, consequent low self-confidence, and workplace marginalisation. Core French… (more)

Subjects/Keywords: Education - Teacher Training

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APA (6th Edition):

Baranowski, K. (2010). Setting the scene for liminality: non-francophone French second language teachers' experience of process drama. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile95002.pdf

Chicago Manual of Style (16th Edition):

Baranowski, Krystyna. “Setting the scene for liminality: non-francophone French second language teachers' experience of process drama.” 2010. Doctoral Dissertation, McGill University. Accessed July 20, 2019. http://digitool.library.mcgill.ca/thesisfile95002.pdf.

MLA Handbook (7th Edition):

Baranowski, Krystyna. “Setting the scene for liminality: non-francophone French second language teachers' experience of process drama.” 2010. Web. 20 Jul 2019.

Vancouver:

Baranowski K. Setting the scene for liminality: non-francophone French second language teachers' experience of process drama. [Internet] [Doctoral dissertation]. McGill University; 2010. [cited 2019 Jul 20]. Available from: http://digitool.library.mcgill.ca/thesisfile95002.pdf.

Council of Science Editors:

Baranowski K. Setting the scene for liminality: non-francophone French second language teachers' experience of process drama. [Doctoral Dissertation]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile95002.pdf


McGill University

22. Rudd, Christina. "Amazed by details and the really big bustle." The mirror of identity and practice. A university teacher educator's narrative inquiry into education students' construction of beginning teacher identity.

Degree: PhD, Department of Integrated Studies in Education, 2011, McGill University

 University teacher education programs struggle to find or create contexts where, rather than risk constituting a "weak intervention", (Burant & Kirby, 2002; Wideen, Mayer-Smith &… (more)

Subjects/Keywords: Education - Teacher Training

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APA (6th Edition):

Rudd, C. (2011). "Amazed by details and the really big bustle." The mirror of identity and practice. A university teacher educator's narrative inquiry into education students' construction of beginning teacher identity. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile103508.pdf

Chicago Manual of Style (16th Edition):

Rudd, Christina. “"Amazed by details and the really big bustle." The mirror of identity and practice. A university teacher educator's narrative inquiry into education students' construction of beginning teacher identity.” 2011. Doctoral Dissertation, McGill University. Accessed July 20, 2019. http://digitool.library.mcgill.ca/thesisfile103508.pdf.

MLA Handbook (7th Edition):

Rudd, Christina. “"Amazed by details and the really big bustle." The mirror of identity and practice. A university teacher educator's narrative inquiry into education students' construction of beginning teacher identity.” 2011. Web. 20 Jul 2019.

Vancouver:

Rudd C. "Amazed by details and the really big bustle." The mirror of identity and practice. A university teacher educator's narrative inquiry into education students' construction of beginning teacher identity. [Internet] [Doctoral dissertation]. McGill University; 2011. [cited 2019 Jul 20]. Available from: http://digitool.library.mcgill.ca/thesisfile103508.pdf.

Council of Science Editors:

Rudd C. "Amazed by details and the really big bustle." The mirror of identity and practice. A university teacher educator's narrative inquiry into education students' construction of beginning teacher identity. [Doctoral Dissertation]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile103508.pdf


McGill University

23. Lamb, Natasha. The impact of participation in an online professional community on the development of elementary pre- service teachers' knowledge of teaching mathematics.

Degree: MA, Department of Integrated Studies in Education, 2010, McGill University

This inquiry sought to examine the effects of participating in an online discussion forum on the development of knowledge for teaching mathematics. The participants of… (more)

Subjects/Keywords: Education - Teacher Training

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APA (6th Edition):

Lamb, N. (2010). The impact of participation in an online professional community on the development of elementary pre- service teachers' knowledge of teaching mathematics. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile92330.pdf

Chicago Manual of Style (16th Edition):

Lamb, Natasha. “The impact of participation in an online professional community on the development of elementary pre- service teachers' knowledge of teaching mathematics.” 2010. Masters Thesis, McGill University. Accessed July 20, 2019. http://digitool.library.mcgill.ca/thesisfile92330.pdf.

MLA Handbook (7th Edition):

Lamb, Natasha. “The impact of participation in an online professional community on the development of elementary pre- service teachers' knowledge of teaching mathematics.” 2010. Web. 20 Jul 2019.

Vancouver:

Lamb N. The impact of participation in an online professional community on the development of elementary pre- service teachers' knowledge of teaching mathematics. [Internet] [Masters thesis]. McGill University; 2010. [cited 2019 Jul 20]. Available from: http://digitool.library.mcgill.ca/thesisfile92330.pdf.

Council of Science Editors:

Lamb N. The impact of participation in an online professional community on the development of elementary pre- service teachers' knowledge of teaching mathematics. [Masters Thesis]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile92330.pdf


McGill University

24. Cicchillitti, Michael. Perceptions of PETE students about boys’ and girls’ Participation in Elementary and High School Physical Education.

Degree: MA, Department of Kinesiology and Physical Education, 2015, McGill University

Scholars have advocated the need to explore the nature and role of teacher beliefs in teacher education (O’Sullivan, 1996, 2003; Wilson & Berne, 1999; Zeichner,… (more)

Subjects/Keywords: Education - Teacher Training

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APA (6th Edition):

Cicchillitti, M. (2015). Perceptions of PETE students about boys’ and girls’ Participation in Elementary and High School Physical Education. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile132633.pdf

Chicago Manual of Style (16th Edition):

Cicchillitti, Michael. “Perceptions of PETE students about boys’ and girls’ Participation in Elementary and High School Physical Education.” 2015. Masters Thesis, McGill University. Accessed July 20, 2019. http://digitool.library.mcgill.ca/thesisfile132633.pdf.

MLA Handbook (7th Edition):

Cicchillitti, Michael. “Perceptions of PETE students about boys’ and girls’ Participation in Elementary and High School Physical Education.” 2015. Web. 20 Jul 2019.

Vancouver:

Cicchillitti M. Perceptions of PETE students about boys’ and girls’ Participation in Elementary and High School Physical Education. [Internet] [Masters thesis]. McGill University; 2015. [cited 2019 Jul 20]. Available from: http://digitool.library.mcgill.ca/thesisfile132633.pdf.

Council of Science Editors:

Cicchillitti M. Perceptions of PETE students about boys’ and girls’ Participation in Elementary and High School Physical Education. [Masters Thesis]. McGill University; 2015. Available from: http://digitool.library.mcgill.ca/thesisfile132633.pdf


University of Alberta

25. Davis, Nancy A. Inclusion within the middle school years.

Degree: MEd, Department of Educational Policy Studies, 2002, University of Alberta

"Spring 2002"

Subjects/Keywords: Inclusive education.; Middle school education.

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APA (6th Edition):

Davis, N. A. (2002). Inclusion within the middle school years. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/r781wh79z

Chicago Manual of Style (16th Edition):

Davis, Nancy A. “Inclusion within the middle school years.” 2002. Masters Thesis, University of Alberta. Accessed July 20, 2019. https://era.library.ualberta.ca/files/r781wh79z.

MLA Handbook (7th Edition):

Davis, Nancy A. “Inclusion within the middle school years.” 2002. Web. 20 Jul 2019.

Vancouver:

Davis NA. Inclusion within the middle school years. [Internet] [Masters thesis]. University of Alberta; 2002. [cited 2019 Jul 20]. Available from: https://era.library.ualberta.ca/files/r781wh79z.

Council of Science Editors:

Davis NA. Inclusion within the middle school years. [Masters Thesis]. University of Alberta; 2002. Available from: https://era.library.ualberta.ca/files/r781wh79z


Brock University

26. Van der Boom, Edith H. Inclusive education: exploring teachers' perspectives .

Degree: Department of Graduate and Undergraduate Studies in Education, 2005, Brock University

 This study explores 5 teachers' perspectives on inclusive education. The literature reviewed gives a historical background of special education as well as discusses a number… (more)

Subjects/Keywords: Inclusive education.; Special education.

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APA (6th Edition):

Van der Boom, E. H. (2005). Inclusive education: exploring teachers' perspectives . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1508

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):

Van der Boom, Edith H. “Inclusive education: exploring teachers' perspectives .” 2005. Thesis, Brock University. Accessed July 20, 2019. http://hdl.handle.net/10464/1508.

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

MLA Handbook (7th Edition):

Van der Boom, Edith H. “Inclusive education: exploring teachers' perspectives .” 2005. Web. 20 Jul 2019.

Vancouver:

Van der Boom EH. Inclusive education: exploring teachers' perspectives . [Internet] [Thesis]. Brock University; 2005. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10464/1508.

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

Council of Science Editors:

Van der Boom EH. Inclusive education: exploring teachers' perspectives . [Thesis]. Brock University; 2005. Available from: http://hdl.handle.net/10464/1508

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


University of Western Ontario

27. Cadieux, Courtney. Strengthening the School-Family Partnership: Parents' Experiences with the Parents in Partnership with Educators Program (PIPE).

Degree: 2019, University of Western Ontario

 The Parents in Partnership with Educators (PIPE) program was developed as a brief intervention for families who are struggling to communicate with schools around the… (more)

Subjects/Keywords: Parental Involvement; Inclusive Education; Intervention; Conflict Resolution; Educational Psychology; Elementary Education

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APA (6th Edition):

Cadieux, C. (2019). Strengthening the School-Family Partnership: Parents' Experiences with the Parents in Partnership with Educators Program (PIPE). (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6217

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):

Cadieux, Courtney. “Strengthening the School-Family Partnership: Parents' Experiences with the Parents in Partnership with Educators Program (PIPE).” 2019. Thesis, University of Western Ontario. Accessed July 20, 2019. https://ir.lib.uwo.ca/etd/6217.

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

MLA Handbook (7th Edition):

Cadieux, Courtney. “Strengthening the School-Family Partnership: Parents' Experiences with the Parents in Partnership with Educators Program (PIPE).” 2019. Web. 20 Jul 2019.

Vancouver:

Cadieux C. Strengthening the School-Family Partnership: Parents' Experiences with the Parents in Partnership with Educators Program (PIPE). [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2019 Jul 20]. Available from: https://ir.lib.uwo.ca/etd/6217.

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

Council of Science Editors:

Cadieux C. Strengthening the School-Family Partnership: Parents' Experiences with the Parents in Partnership with Educators Program (PIPE). [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6217

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


Ryerson University

28. Frey, Brenda. The inclusive preschool classroom : perspectives of the early childhood teacher.

Degree: 2010, Ryerson University

 This study explored through naturalistic inquiry three early childhood teacher's perceptions of inclusion and in-class practices in the inclusive preschool classroom. Interviews and in-class observations… (more)

Subjects/Keywords: Education, Preschool  – Canada.; Inclusive education  – Canada.; Early childhood teachers  – Canada.; Early childhood education  – Canada.

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APA (6th Edition):

Frey, B. (2010). The inclusive preschool classroom : perspectives of the early childhood teacher. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6163

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):

Frey, Brenda. “The inclusive preschool classroom : perspectives of the early childhood teacher.” 2010. Thesis, Ryerson University. Accessed July 20, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6163.

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

MLA Handbook (7th Edition):

Frey, Brenda. “The inclusive preschool classroom : perspectives of the early childhood teacher.” 2010. Web. 20 Jul 2019.

Vancouver:

Frey B. The inclusive preschool classroom : perspectives of the early childhood teacher. [Internet] [Thesis]. Ryerson University; 2010. [cited 2019 Jul 20]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6163.

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

Council of Science Editors:

Frey B. The inclusive preschool classroom : perspectives of the early childhood teacher. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6163

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


Dalhousie University

29. Squires, Bonita. Language, Literacy and Classroom Participation of Students who are Deaf or Hard of Hearing in Nova Scotia and New Brunswick.

Degree: MS, School of Human Communication Disorders, 2014, Dalhousie University

This was an exploratory, descriptive study.

The language, reading and classroom participation of students who were deaf or hard-of-hearing (deaf/hoh), educated in inclusive settings, and… (more)

Subjects/Keywords: Language; Literacy; Deaf; Hearing Impairment; Inclusive Education; Participation; Sign Language

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

APA (6th Edition):

Squires, B. (2014). Language, Literacy and Classroom Participation of Students who are Deaf or Hard of Hearing in Nova Scotia and New Brunswick. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/53988

Chicago Manual of Style (16th Edition):

Squires, Bonita. “Language, Literacy and Classroom Participation of Students who are Deaf or Hard of Hearing in Nova Scotia and New Brunswick.” 2014. Masters Thesis, Dalhousie University. Accessed July 20, 2019. http://hdl.handle.net/10222/53988.

MLA Handbook (7th Edition):

Squires, Bonita. “Language, Literacy and Classroom Participation of Students who are Deaf or Hard of Hearing in Nova Scotia and New Brunswick.” 2014. Web. 20 Jul 2019.

Vancouver:

Squires B. Language, Literacy and Classroom Participation of Students who are Deaf or Hard of Hearing in Nova Scotia and New Brunswick. [Internet] [Masters thesis]. Dalhousie University; 2014. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10222/53988.

Council of Science Editors:

Squires B. Language, Literacy and Classroom Participation of Students who are Deaf or Hard of Hearing in Nova Scotia and New Brunswick. [Masters Thesis]. Dalhousie University; 2014. Available from: http://hdl.handle.net/10222/53988


Ryerson University

30. Hodgson, Patricia Marie. How do they do it? : perspectives on being an educational assistant in an Ontario classroom.

Degree: 2010, Ryerson University

 This qualitative study examined the roles and responsibilities of educational assistants from their own perspectives. Five educational assistants kept written journals and each participant was… (more)

Subjects/Keywords: School management and organization  – Ontario.; Teachers' assistants  – Ontario.; Inclusive education  – Ontario.

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

APA (6th Edition):

Hodgson, P. M. (2010). How do they do it? : perspectives on being an educational assistant in an Ontario classroom. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6152

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):

Hodgson, Patricia Marie. “How do they do it? : perspectives on being an educational assistant in an Ontario classroom.” 2010. Thesis, Ryerson University. Accessed July 20, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6152.

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

MLA Handbook (7th Edition):

Hodgson, Patricia Marie. “How do they do it? : perspectives on being an educational assistant in an Ontario classroom.” 2010. Web. 20 Jul 2019.

Vancouver:

Hodgson PM. How do they do it? : perspectives on being an educational assistant in an Ontario classroom. [Internet] [Thesis]. Ryerson University; 2010. [cited 2019 Jul 20]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6152.

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

Council of Science Editors:

Hodgson PM. How do they do it? : perspectives on being an educational assistant in an Ontario classroom. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6152

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

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