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You searched for subject:( Inclusive education Teacher preparedness ). Showing records 1 – 30 of 85158 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 (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 July 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 Jul 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 Jul 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


University of Zululand

2. 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 July 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 Jul 2019.

Vancouver:

Naicker J. Educators' preparedness for inclusive education . [Internet] [Thesis]. University of Zululand; 2008. [cited 2019 Jul 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

3. 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 July 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 Jul 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 Jul 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

4. 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 July 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 Jul 2019.

Vancouver:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2019 Jul 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

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

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 July 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 Jul 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 Jul 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


University of Kansas

6. 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 July 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 Jul 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 Jul 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

7. 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 July 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 Jul 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 Jul 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


University of Western Ontario

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

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 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 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 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


University of Stirling

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

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 July 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 Jul 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 Jul 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


Massey University

10. 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 July 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 Jul 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 Jul 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


George Mason University

11. 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 July 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 Jul 2019.

Vancouver:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Jul 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


University of South Africa

12. 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 July 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 Jul 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 Jul 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


Queens University

13. 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 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 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 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

14. 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 July 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 Jul 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 Jul 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 the Western Cape

15. 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 July 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 Jul 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 Jul 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

16. 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 (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 July 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 Jul 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 Jul 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


Washington State University

17. [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 July 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 Jul 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 Jul 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

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

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 16, 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. 16 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 16]. 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


University of Zululand

19. 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 (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 July 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 Jul 2019.

Vancouver:

Mthethwa GS. Principals' knowledge and attitudes regarding inclusive education: implications for curriculum and assessment . [Internet] [Thesis]. University of Zululand; 2008. [cited 2019 Jul 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


University of Kansas

20. Beneke, Margaret R. Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers.

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

 In early childhood contexts, reading literature to engage children in critical discussions about ability and race – and how it impacts their daily lives –… (more)

Subjects/Keywords: Early childhood education; critical discourse analysis; disability; early childhood; inclusive education; race; teacher preparation

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

APA (6th Edition):

Beneke, M. R. (2017). Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26118

Chicago Manual of Style (16th Edition):

Beneke, Margaret R. “Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers.” 2017. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/26118.

MLA Handbook (7th Edition):

Beneke, Margaret R. “Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers.” 2017. Web. 16 Jul 2019.

Vancouver:

Beneke MR. Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/26118.

Council of Science Editors:

Beneke MR. Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26118


University of Wisconsin – Oshkosh

21. Capetillo-Pena, Bobbie Jo. Attitudes and beliefs towards inclusion in today's schools.

Degree: MSin Education, Special and Early Childhood Education, 2018, University of Wisconsin – Oshkosh

A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Education - Special and Early Childhood Education

The… (more)

Subjects/Keywords: Inclusive education

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APA (6th Edition):

Capetillo-Pena, B. J. (2018). Attitudes and beliefs towards inclusion in today's schools. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/78725

Chicago Manual of Style (16th Edition):

Capetillo-Pena, Bobbie Jo. “Attitudes and beliefs towards inclusion in today's schools.” 2018. Masters Thesis, University of Wisconsin – Oshkosh. Accessed July 16, 2019. http://digital.library.wisc.edu/1793/78725.

MLA Handbook (7th Edition):

Capetillo-Pena, Bobbie Jo. “Attitudes and beliefs towards inclusion in today's schools.” 2018. Web. 16 Jul 2019.

Vancouver:

Capetillo-Pena BJ. Attitudes and beliefs towards inclusion in today's schools. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2018. [cited 2019 Jul 16]. Available from: http://digital.library.wisc.edu/1793/78725.

Council of Science Editors:

Capetillo-Pena BJ. Attitudes and beliefs towards inclusion in today's schools. [Masters Thesis]. University of Wisconsin – Oshkosh; 2018. Available from: http://digital.library.wisc.edu/1793/78725


University of Alabama

22. Knighton, Laura Hembree. Teacher knowledge of assistive technology for inclusive classrooms.

Degree: 2013, University of Alabama

 This nonexperimental, mixed-methods study explored elementary general and special education teachers' knowledge related to assistive technology as both teacher groups are charged with the appropriate… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Elementary education; Special education; Teacher education; assistive technology; inclusive classrooms; teacher knowledge

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

APA (6th Edition):

Knighton, L. H. (2013). Teacher knowledge of assistive technology for inclusive classrooms. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/89969

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):

Knighton, Laura Hembree. “Teacher knowledge of assistive technology for inclusive classrooms.” 2013. Thesis, University of Alabama. Accessed July 16, 2019. http://purl.lib.ua.edu/89969.

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

MLA Handbook (7th Edition):

Knighton, Laura Hembree. “Teacher knowledge of assistive technology for inclusive classrooms.” 2013. Web. 16 Jul 2019.

Vancouver:

Knighton LH. Teacher knowledge of assistive technology for inclusive classrooms. [Internet] [Thesis]. University of Alabama; 2013. [cited 2019 Jul 16]. Available from: http://purl.lib.ua.edu/89969.

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

Council of Science Editors:

Knighton LH. Teacher knowledge of assistive technology for inclusive classrooms. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/89969

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

23. Bedford, Amanda. How to Implement an Inclusive Classroom .

Degree: 2015, California State University – San Marcos

 The rationale for this project is to create a user-friendly manual for general education teachers on how to create a clear vision as to how… (more)

Subjects/Keywords: Inclusive education; inclusive educational strategies; inclusive classroom

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APA (6th Edition):

Bedford, A. (2015). How to Implement an Inclusive Classroom . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/143398

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):

Bedford, Amanda. “How to Implement an Inclusive Classroom .” 2015. Thesis, California State University – San Marcos. Accessed July 16, 2019. http://hdl.handle.net/10211.3/143398.

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

MLA Handbook (7th Edition):

Bedford, Amanda. “How to Implement an Inclusive Classroom .” 2015. Web. 16 Jul 2019.

Vancouver:

Bedford A. How to Implement an Inclusive Classroom . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10211.3/143398.

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

Council of Science Editors:

Bedford A. How to Implement an Inclusive Classroom . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/143398

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


University of North Texas

24. Montalvo, Ricardo. Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities.

Degree: 2018, University of North Texas

 This study examines the sense of preparedness of preservice special education teachers (PSETs) to instruct English language learners. Pre- and post-survey measures were analyzed using… (more)

Subjects/Keywords: English Learners; English Learners with Disabilities; Preservice Special Education Teachers; Teacher Preparation Programs; Sense of Preparedness; Knowledge; Self-Efficacy; Attitudes

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APA (6th Edition):

Montalvo, R. (2018). Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248396/

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):

Montalvo, Ricardo. “Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities.” 2018. Thesis, University of North Texas. Accessed July 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248396/.

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

MLA Handbook (7th Edition):

Montalvo, Ricardo. “Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities.” 2018. Web. 16 Jul 2019.

Vancouver:

Montalvo R. Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jul 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248396/.

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

Council of Science Editors:

Montalvo R. Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248396/

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


Ryerson University

25. 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 16, 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. 16 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 16]. 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


Universidad Andrés Bello

26. Venegas Zurita, Karla. Do pre-service teachers of english feel ready to teach in inclusive classrooms? a Chilean study of teaching self-efficacy .

Degree: 2016, Universidad Andrés Bello

 This research reports the results of a Chilean study exploring EFL pre-service teacher data of teaching self-efficacy towards inclusive education. The study offers an exploratory… (more)

Subjects/Keywords: Educación Inclusiva; Efectividad del Docente; Inclusive education; TEIP scale; Self-efficacy; EFL; Pre-service teacher

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APA (6th Edition):

Venegas Zurita, K. (2016). Do pre-service teachers of english feel ready to teach in inclusive classrooms? a Chilean study of teaching self-efficacy . (Thesis). Universidad Andrés Bello. Retrieved from http://repositorio.unab.cl/xmlui/handle/ria/5785

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):

Venegas Zurita, Karla. “Do pre-service teachers of english feel ready to teach in inclusive classrooms? a Chilean study of teaching self-efficacy .” 2016. Thesis, Universidad Andrés Bello. Accessed July 16, 2019. http://repositorio.unab.cl/xmlui/handle/ria/5785.

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

MLA Handbook (7th Edition):

Venegas Zurita, Karla. “Do pre-service teachers of english feel ready to teach in inclusive classrooms? a Chilean study of teaching self-efficacy .” 2016. Web. 16 Jul 2019.

Vancouver:

Venegas Zurita K. Do pre-service teachers of english feel ready to teach in inclusive classrooms? a Chilean study of teaching self-efficacy . [Internet] [Thesis]. Universidad Andrés Bello; 2016. [cited 2019 Jul 16]. Available from: http://repositorio.unab.cl/xmlui/handle/ria/5785.

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

Council of Science Editors:

Venegas Zurita K. Do pre-service teachers of english feel ready to teach in inclusive classrooms? a Chilean study of teaching self-efficacy . [Thesis]. Universidad Andrés Bello; 2016. Available from: http://repositorio.unab.cl/xmlui/handle/ria/5785

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

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

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 16, 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. 16 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 16]. 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 Minnesota

28. Hoelscher, Mary Helen. LGBTQ inclusion in Educator preparation: getting ready for gender and sexual diversity in secondary school settings.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 While many lesbian, gay, bisexual, transgender, and queer (LGBTQ) students are able to resiliently navigate their public school education many others experience harsh school climates… (more)

Subjects/Keywords: Educator preparation; Gender expression; Inclusive curriculum; LGBTQ; Sexual orienation; Teacher candidates; Education, curriculum and instruction

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

APA (6th Edition):

Hoelscher, M. H. (2014). LGBTQ inclusion in Educator preparation: getting ready for gender and sexual diversity in secondary school settings. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/168215

Chicago Manual of Style (16th Edition):

Hoelscher, Mary Helen. “LGBTQ inclusion in Educator preparation: getting ready for gender and sexual diversity in secondary school settings.” 2014. Doctoral Dissertation, University of Minnesota. Accessed July 16, 2019. http://hdl.handle.net/11299/168215.

MLA Handbook (7th Edition):

Hoelscher, Mary Helen. “LGBTQ inclusion in Educator preparation: getting ready for gender and sexual diversity in secondary school settings.” 2014. Web. 16 Jul 2019.

Vancouver:

Hoelscher MH. LGBTQ inclusion in Educator preparation: getting ready for gender and sexual diversity in secondary school settings. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11299/168215.

Council of Science Editors:

Hoelscher MH. LGBTQ inclusion in Educator preparation: getting ready for gender and sexual diversity in secondary school settings. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/168215


Cornell University

29. Perry, Jeffrey Allen. EMERGENCY PREPAREDNESS COMMUNICATION PATHWAYS WITHIN NEW YORK COUNTIES .

Degree: 2018, Cornell University

 Severe weather and natural or man-made disasters continue to impact every state across the United States and even every nation globally. Emergency preparedness and the… (more)

Subjects/Keywords: resilience; Education; emergency preparedness; LEPC

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

APA (6th Edition):

Perry, J. A. (2018). EMERGENCY PREPAREDNESS COMMUNICATION PATHWAYS WITHIN NEW YORK COUNTIES . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/59766

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):

Perry, Jeffrey Allen. “EMERGENCY PREPAREDNESS COMMUNICATION PATHWAYS WITHIN NEW YORK COUNTIES .” 2018. Thesis, Cornell University. Accessed July 16, 2019. http://hdl.handle.net/1813/59766.

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

MLA Handbook (7th Edition):

Perry, Jeffrey Allen. “EMERGENCY PREPAREDNESS COMMUNICATION PATHWAYS WITHIN NEW YORK COUNTIES .” 2018. Web. 16 Jul 2019.

Vancouver:

Perry JA. EMERGENCY PREPAREDNESS COMMUNICATION PATHWAYS WITHIN NEW YORK COUNTIES . [Internet] [Thesis]. Cornell University; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1813/59766.

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

Council of Science Editors:

Perry JA. EMERGENCY PREPAREDNESS COMMUNICATION PATHWAYS WITHIN NEW YORK COUNTIES . [Thesis]. Cornell University; 2018. Available from: http://hdl.handle.net/1813/59766

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


University of Pretoria

30. MacIntosh, Jolene. Teachers' experiences of teaching learners diagnosed with autism.

Degree: Educational Psychology, 2014, University of Pretoria

 The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that… (more)

Subjects/Keywords: Autism; Teacher experiences; Inclusive education; Authentic inclusion; Eco-systemic perspective; Teacher training; Experiences; Learners with autism; PECS; Autism specific programmes; UCTD

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

APA (6th Edition):

MacIntosh, J. (2014). Teachers' experiences of teaching learners diagnosed with autism. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40461

Chicago Manual of Style (16th Edition):

MacIntosh, Jolene. “Teachers' experiences of teaching learners diagnosed with autism.” 2014. Masters Thesis, University of Pretoria. Accessed July 16, 2019. http://hdl.handle.net/2263/40461.

MLA Handbook (7th Edition):

MacIntosh, Jolene. “Teachers' experiences of teaching learners diagnosed with autism.” 2014. Web. 16 Jul 2019.

Vancouver:

MacIntosh J. Teachers' experiences of teaching learners diagnosed with autism. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2263/40461.

Council of Science Editors:

MacIntosh J. Teachers' experiences of teaching learners diagnosed with autism. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40461

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