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You searched for subject:( Inclusive education challenges ). Showing records 1 – 30 of 7229 total matches.

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University of Victoria

1. Rennalls, Hayley. The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry.

Degree: Department of Educational Psychology and Leadership Studies, 2019, University of Victoria

 Extant research suggests the necessity for teachers to be culturally responsive to teach effectively to a diverse classroom. Extant research has also examined the perspectives… (more)

Subjects/Keywords: chinese; Chinese immigrants; Inclusion; Inclusive education; canada; mental health; learning challenges; phenomenology; multicultural education; diversity; culturally responsive; teachers; first generation; second generation

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APA (6th Edition):

Rennalls, H. (2019). The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/10757

Chicago Manual of Style (16th Edition):

Rennalls, Hayley. “The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry.” 2019. Masters Thesis, University of Victoria. Accessed June 25, 2019. http://hdl.handle.net/1828/10757.

MLA Handbook (7th Edition):

Rennalls, Hayley. “The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry.” 2019. Web. 25 Jun 2019.

Vancouver:

Rennalls H. The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry. [Internet] [Masters thesis]. University of Victoria; 2019. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1828/10757.

Council of Science Editors:

Rennalls H. The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry. [Masters Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/10757


University of Manitoba

2. 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 June 25, 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. 25 Jun 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 Jun 25]. 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


University of Victoria

3. 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 June 25, 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. 25 Jun 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 Jun 25]. 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

4. 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 June 25, 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. 25 Jun 2019.

Vancouver:

Zaretsky JD. A study of Northern Manitoba principals' perspectives regarding new special education legislation. [Internet] [Thesis]. University of Manitoba; 2011. [cited 2019 Jun 25]. 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

5. 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 June 25, 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. 25 Jun 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 Jun 25]. 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 Saskatchewan

6. Saxena, Anurag. Leadership in medical education : competencies, challenges and strategies for effectiveness.

Degree: 2010, University of Saskatchewan

 The complex nature of health care and medical educational organizations, their different primary goals (clinical service versus education), different organizational structures and the necessity for… (more)

Subjects/Keywords: Medical Education; Leadership; Competencies; Challenges; Strategies

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APA (6th Edition):

Saxena, A. (2010). Leadership in medical education : competencies, challenges and strategies for effectiveness. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-06252010-212819

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):

Saxena, Anurag. “Leadership in medical education : competencies, challenges and strategies for effectiveness.” 2010. Thesis, University of Saskatchewan. Accessed June 25, 2019. http://hdl.handle.net/10388/etd-06252010-212819.

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

MLA Handbook (7th Edition):

Saxena, Anurag. “Leadership in medical education : competencies, challenges and strategies for effectiveness.” 2010. Web. 25 Jun 2019.

Vancouver:

Saxena A. Leadership in medical education : competencies, challenges and strategies for effectiveness. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10388/etd-06252010-212819.

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

Council of Science Editors:

Saxena A. Leadership in medical education : competencies, challenges and strategies for effectiveness. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-06252010-212819

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


University of Windsor

7. Ayoub, Mohamad Najib. An Investigation of the Challenges Experienced by Somali Refugee Students in Canadian Elementary Schools.

Degree: M. Ed., Education, 2014, University of Windsor

  The purpose of this qualitative research was to investigate the challenges and experiences of Somali refugee students as they integrate into Canadian English elementary… (more)

Subjects/Keywords: Education; Emotional challenges; Integration; Learning challenges; Pre-migration and post-migration experiences; Socio-cultural challenges; Somali refugee students

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APA (6th Edition):

Ayoub, M. N. (2014). An Investigation of the Challenges Experienced by Somali Refugee Students in Canadian Elementary Schools. (Masters Thesis). University of Windsor. Retrieved from http://scholar.uwindsor.ca/etd/5120

Chicago Manual of Style (16th Edition):

Ayoub, Mohamad Najib. “An Investigation of the Challenges Experienced by Somali Refugee Students in Canadian Elementary Schools.” 2014. Masters Thesis, University of Windsor. Accessed June 25, 2019. http://scholar.uwindsor.ca/etd/5120.

MLA Handbook (7th Edition):

Ayoub, Mohamad Najib. “An Investigation of the Challenges Experienced by Somali Refugee Students in Canadian Elementary Schools.” 2014. Web. 25 Jun 2019.

Vancouver:

Ayoub MN. An Investigation of the Challenges Experienced by Somali Refugee Students in Canadian Elementary Schools. [Internet] [Masters thesis]. University of Windsor; 2014. [cited 2019 Jun 25]. Available from: http://scholar.uwindsor.ca/etd/5120.

Council of Science Editors:

Ayoub MN. An Investigation of the Challenges Experienced by Somali Refugee Students in Canadian Elementary Schools. [Masters Thesis]. University of Windsor; 2014. Available from: http://scholar.uwindsor.ca/etd/5120


University of Toronto

8. 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 June 25, 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. 25 Jun 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 Jun 25]. 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

9. 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

…1994, p. 6) represented international consensus in favour of inclusive education… …classrooms may be incongruence between inclusive education‟s legislated policy, teacher stated… …beliefs and classroom practices. The Nature of Inclusion Interest in inclusive education and the… …broader human rights movement(Avramidis & Norwich, 2002), inclusive education aligns… …integration, inclusive education gets lost in its own history with the ambiguity of the concepts… 

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 June 25, 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. 25 Jun 2019.

Vancouver:

Braun S. Unseen threads: weaving the stories between teacher beliefs and classroom practice. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2019 Jun 25]. 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 Western Ontario

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

Degree: 2019, University of Western Ontario

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Charles, Evan. “Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time.” 2019. Thesis, University of Western Ontario. Accessed June 25, 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. 25 Jun 2019.

Vancouver:

Charles E. Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2019 Jun 25]. 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


Ryerson University

11. 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 June 25, 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. 25 Jun 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 Jun 25]. 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


University of Alberta

12. 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 June 25, 2019. https://era.library.ualberta.ca/files/r781wh79z.

MLA Handbook (7th Edition):

Davis, Nancy A. “Inclusion within the middle school years.” 2002. Web. 25 Jun 2019.

Vancouver:

Davis NA. Inclusion within the middle school years. [Internet] [Masters thesis]. University of Alberta; 2002. [cited 2019 Jun 25]. 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


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 June 25, 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. 25 Jun 2019.

Vancouver:

Wintle J. A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Jun 25]. 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


Brock University

14. 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 June 25, 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. 25 Jun 2019.

Vancouver:

Van der Boom EH. Inclusive education: exploring teachers' perspectives . [Internet] [Thesis]. Brock University; 2005. [cited 2019 Jun 25]. 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


Ryerson University

15. 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 June 25, 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. 25 Jun 2019.

Vancouver:

Frey B. The inclusive preschool classroom : perspectives of the early childhood teacher. [Internet] [Thesis]. Ryerson University; 2010. [cited 2019 Jun 25]. 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

16. 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 (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 June 25, 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. 25 Jun 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 Jun 25]. 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


University of Toronto

17. Somani, Reshma. Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario.

Degree: 2011, University of Toronto

This thesis explores the extent to which English curriculum, teachers’ literary choices, and a high demographic of Muslim students, influence the way English teachers educate… (more)

Subjects/Keywords: Citizenship Education; Secondary English; Muslim Students; Inclusive Learning

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APA (6th Edition):

Somani, R. (2011). Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30108

Chicago Manual of Style (16th Edition):

Somani, Reshma. “Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario.” 2011. Masters Thesis, University of Toronto. Accessed June 25, 2019. http://hdl.handle.net/1807/30108.

MLA Handbook (7th Edition):

Somani, Reshma. “Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario.” 2011. Web. 25 Jun 2019.

Vancouver:

Somani R. Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1807/30108.

Council of Science Editors:

Somani R. Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30108


Ryerson University

18. 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 (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 June 25, 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. 25 Jun 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 Jun 25]. 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


University of Western Ontario

19. Howell, Grace L. The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education.

Degree: 2016, University of Western Ontario

 One of the most critical factors in changing teachers’ attitudes toward inclusive education practices is the way in which the school leader, that is a… (more)

Subjects/Keywords: inclusive education; teachers' perceptions; school leaders' behaviors; Educational Leadership

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APA (6th Edition):

Howell, G. L. (2016). The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3822

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):

Howell, Grace L. “The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education.” 2016. Thesis, University of Western Ontario. Accessed June 25, 2019. https://ir.lib.uwo.ca/etd/3822.

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

MLA Handbook (7th Edition):

Howell, Grace L. “The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education.” 2016. Web. 25 Jun 2019.

Vancouver:

Howell GL. The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Jun 25]. Available from: https://ir.lib.uwo.ca/etd/3822.

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

Council of Science Editors:

Howell GL. The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3822

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


University of Western Ontario

20. Partridge, Erica J. Empathy in Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’s Academic Writing Skills.

Degree: 2018, University of Western Ontario

 Background. Empathy is a crucial means through which diversity is appreciated. Applying inclusivity at a young age and throughout the education curriculum is optimal for… (more)

Subjects/Keywords: empathy; social and emotional development; inclusive education; diversity; Educational Psychology

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APA (6th Edition):

Partridge, E. J. (2018). Empathy in Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’s Academic Writing Skills. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5275

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):

Partridge, Erica J. “Empathy in Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’s Academic Writing Skills.” 2018. Thesis, University of Western Ontario. Accessed June 25, 2019. https://ir.lib.uwo.ca/etd/5275.

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

MLA Handbook (7th Edition):

Partridge, Erica J. “Empathy in Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’s Academic Writing Skills.” 2018. Web. 25 Jun 2019.

Vancouver:

Partridge EJ. Empathy in Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’s Academic Writing Skills. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2019 Jun 25]. Available from: https://ir.lib.uwo.ca/etd/5275.

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

Council of Science Editors:

Partridge EJ. Empathy in Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’s Academic Writing Skills. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5275

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


University of Toronto

21. Bellomo, Katherine Sandra. Constructing Biology Curriculum for a Diverse Student Population: Opportunities for the Integration of STSE Education and Issues of Social Justice.

Degree: PhD, 2015, University of Toronto

Science, technology, society, and the environment (STSE) education is both a part of the mandated science curriculum in Ontario schools and also a philosophical and… (more)

Subjects/Keywords: action research; curriculum; inclusive; science education; social justice; STSE; 0714

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APA (6th Edition):

Bellomo, K. S. (2015). Constructing Biology Curriculum for a Diverse Student Population: Opportunities for the Integration of STSE Education and Issues of Social Justice. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73610

Chicago Manual of Style (16th Edition):

Bellomo, Katherine Sandra. “Constructing Biology Curriculum for a Diverse Student Population: Opportunities for the Integration of STSE Education and Issues of Social Justice.” 2015. Doctoral Dissertation, University of Toronto. Accessed June 25, 2019. http://hdl.handle.net/1807/73610.

MLA Handbook (7th Edition):

Bellomo, Katherine Sandra. “Constructing Biology Curriculum for a Diverse Student Population: Opportunities for the Integration of STSE Education and Issues of Social Justice.” 2015. Web. 25 Jun 2019.

Vancouver:

Bellomo KS. Constructing Biology Curriculum for a Diverse Student Population: Opportunities for the Integration of STSE Education and Issues of Social Justice. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1807/73610.

Council of Science Editors:

Bellomo KS. Constructing Biology Curriculum for a Diverse Student Population: Opportunities for the Integration of STSE Education and Issues of Social Justice. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/73610


Brock University

22. Starkman, Mary-Martha R. Inclusive teaching practice in the Jewish day school: general studies teachers' experiences .

Degree: Department of Graduate and Undergraduate Studies in Education, 2006, Brock University

 Little research has been done on inclusive education in the context of the Jewish day school general studies classroom. This qualitative case study research examines… (more)

Subjects/Keywords: Inclusive education.; Jewish day schools.

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

APA (6th Edition):

Starkman, M. R. (2006). Inclusive teaching practice in the Jewish day school: general studies teachers' experiences . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2288

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):

Starkman, Mary-Martha R. “Inclusive teaching practice in the Jewish day school: general studies teachers' experiences .” 2006. Thesis, Brock University. Accessed June 25, 2019. http://hdl.handle.net/10464/2288.

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

MLA Handbook (7th Edition):

Starkman, Mary-Martha R. “Inclusive teaching practice in the Jewish day school: general studies teachers' experiences .” 2006. Web. 25 Jun 2019.

Vancouver:

Starkman MR. Inclusive teaching practice in the Jewish day school: general studies teachers' experiences . [Internet] [Thesis]. Brock University; 2006. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10464/2288.

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

Council of Science Editors:

Starkman MR. Inclusive teaching practice in the Jewish day school: general studies teachers' experiences . [Thesis]. Brock University; 2006. Available from: http://hdl.handle.net/10464/2288

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


Brock University

23. Chinnick, Jarod. A Case Study of the Implementation of Experiential Education in Yukon K-12 Schools .

Degree: Applied Health Sciences Program, 2011, Brock University

 This qualitative case study explored the process of implementing Experiential Education (EXED) in Yukon Territory Kindergarten to Grade 12 (K-12) schools with a particular focus… (more)

Subjects/Keywords: Experiential Education; Yukon Territory; Place-based Education; Educational Change; Implementation Challenges and Supports

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APA (6th Edition):

Chinnick, J. (2011). A Case Study of the Implementation of Experiential Education in Yukon K-12 Schools . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3351

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):

Chinnick, Jarod. “A Case Study of the Implementation of Experiential Education in Yukon K-12 Schools .” 2011. Thesis, Brock University. Accessed June 25, 2019. http://hdl.handle.net/10464/3351.

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

MLA Handbook (7th Edition):

Chinnick, Jarod. “A Case Study of the Implementation of Experiential Education in Yukon K-12 Schools .” 2011. Web. 25 Jun 2019.

Vancouver:

Chinnick J. A Case Study of the Implementation of Experiential Education in Yukon K-12 Schools . [Internet] [Thesis]. Brock University; 2011. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10464/3351.

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

Council of Science Editors:

Chinnick J. A Case Study of the Implementation of Experiential Education in Yukon K-12 Schools . [Thesis]. Brock University; 2011. Available from: http://hdl.handle.net/10464/3351

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


University of Windsor

24. EBHALEME, IBHADE. Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study.

Degree: M. Ed., Education, 2019, University of Windsor

  Canada is a multicultural country, and its classrooms and teachers reflect this reality. However, many immigrant teachers struggle when adjusting to Canada’s cultural and… (more)

Subjects/Keywords: Integration; Nigeria/Canadian education system; Nigerian-trained teachers; Professional challenges/experiences; Southwestern Ontario schools; Education

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APA (6th Edition):

EBHALEME, I. (2019). Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/7679

Chicago Manual of Style (16th Edition):

EBHALEME, IBHADE. “Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study.” 2019. Masters Thesis, University of Windsor. Accessed June 25, 2019. https://scholar.uwindsor.ca/etd/7679.

MLA Handbook (7th Edition):

EBHALEME, IBHADE. “Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study.” 2019. Web. 25 Jun 2019.

Vancouver:

EBHALEME I. Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study. [Internet] [Masters thesis]. University of Windsor; 2019. [cited 2019 Jun 25]. Available from: https://scholar.uwindsor.ca/etd/7679.

Council of Science Editors:

EBHALEME I. Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study. [Masters Thesis]. University of Windsor; 2019. Available from: https://scholar.uwindsor.ca/etd/7679


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 June 25, 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. 25 Jun 2019.

Vancouver:

Siwik E. Early Childhood Educators' Perception Of Their Training And Support Needs For Inclusive Education. [Internet] [Thesis]. Ryerson University; 2013. [cited 2019 Jun 25]. 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

26. Polushin, Sandra. Inclusive andragogy in distance education: A phenomenological perspective.

Degree: 2015, Athabasca University

The purpose of this qualitative study was to understand inclusive andragogy in distance education through the lived experiences of students and stakeholders involved in online… (more)

Subjects/Keywords: Inclusive education; Distance education; Postsecondary; Andragogy; Universal design for learning; Accessibility; Online learning

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APA (6th Edition):

Polushin, S. (2015). Inclusive andragogy in distance education: A phenomenological perspective. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/65

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):

Polushin, Sandra. “Inclusive andragogy in distance education: A phenomenological perspective.” 2015. Thesis, Athabasca University. Accessed June 25, 2019. http://hdl.handle.net/10791/65.

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

MLA Handbook (7th Edition):

Polushin, Sandra. “Inclusive andragogy in distance education: A phenomenological perspective.” 2015. Web. 25 Jun 2019.

Vancouver:

Polushin S. Inclusive andragogy in distance education: A phenomenological perspective. [Internet] [Thesis]. Athabasca University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10791/65.

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

Council of Science Editors:

Polushin S. Inclusive andragogy in distance education: A phenomenological perspective. [Thesis]. Athabasca University; 2015. Available from: http://hdl.handle.net/10791/65

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


University of Ottawa

27. Dessureault, Marylene. L'éducation des élèves réfugiés du niveau secondaire en Ontario : vers un modèle inclusif de prestation de programmes et services? .

Degree: 2011, University of Ottawa

 Par le biais d’une étude de cas portant sur un conseil scolaire anglophone ontarien, la recherche entreprise avait pour objectif l’analyse de la mise en… (more)

Subjects/Keywords: Réfugiés; Immigrants; Education; Education inclusive; Equité; Ontario; ESL; ELD; ELL; Programmes; Politiques

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APA (6th Edition):

Dessureault, M. (2011). L'éducation des élèves réfugiés du niveau secondaire en Ontario : vers un modèle inclusif de prestation de programmes et services? . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/20468

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):

Dessureault, Marylene. “L'éducation des élèves réfugiés du niveau secondaire en Ontario : vers un modèle inclusif de prestation de programmes et services? .” 2011. Thesis, University of Ottawa. Accessed June 25, 2019. http://hdl.handle.net/10393/20468.

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

MLA Handbook (7th Edition):

Dessureault, Marylene. “L'éducation des élèves réfugiés du niveau secondaire en Ontario : vers un modèle inclusif de prestation de programmes et services? .” 2011. Web. 25 Jun 2019.

Vancouver:

Dessureault M. L'éducation des élèves réfugiés du niveau secondaire en Ontario : vers un modèle inclusif de prestation de programmes et services? . [Internet] [Thesis]. University of Ottawa; 2011. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10393/20468.

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

Council of Science Editors:

Dessureault M. L'éducation des élèves réfugiés du niveau secondaire en Ontario : vers un modèle inclusif de prestation de programmes et services? . [Thesis]. University of Ottawa; 2011. Available from: http://hdl.handle.net/10393/20468

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


University of Toronto

28. Saunders-Currie, Avril. Alternative Education for Low German Mennonite Students: A Negotiation of Education for Equity and Inclusion.

Degree: 2017, University of Toronto

 ABSTRACT Research on inclusive education indicates that education goals of most Westernized nations are aimed at developing the potential of students to be the most… (more)

Subjects/Keywords: alternative education; culturally responsive pedagogy; cultural negotiation; equity; inclusive education; Low German-speaking Mennonite; 0515

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APA (6th Edition):

Saunders-Currie, A. (2017). Alternative Education for Low German Mennonite Students: A Negotiation of Education for Equity and Inclusion. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79453

Chicago Manual of Style (16th Edition):

Saunders-Currie, Avril. “Alternative Education for Low German Mennonite Students: A Negotiation of Education for Equity and Inclusion.” 2017. Doctoral Dissertation, University of Toronto. Accessed June 25, 2019. http://hdl.handle.net/1807/79453.

MLA Handbook (7th Edition):

Saunders-Currie, Avril. “Alternative Education for Low German Mennonite Students: A Negotiation of Education for Equity and Inclusion.” 2017. Web. 25 Jun 2019.

Vancouver:

Saunders-Currie A. Alternative Education for Low German Mennonite Students: A Negotiation of Education for Equity and Inclusion. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1807/79453.

Council of Science Editors:

Saunders-Currie A. Alternative Education for Low German Mennonite Students: A Negotiation of Education for Equity and Inclusion. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79453


University of Toronto

29. Kumabe, Tara. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.

Degree: PhD, 2018, University of Toronto

 This qualitative study explored the in-school team (IST) structure found within Ontario public elementary schools. The IST is a problem-solving approach implemented to support students,… (more)

Subjects/Keywords: figured worlds; holistic education; inclusive education; in-school teams; leadership; students experiencing difficulties; 0524

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

APA (6th Edition):

Kumabe, T. (2018). LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89746

Chicago Manual of Style (16th Edition):

Kumabe, Tara. “LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.” 2018. Doctoral Dissertation, University of Toronto. Accessed June 25, 2019. http://hdl.handle.net/1807/89746.

MLA Handbook (7th Edition):

Kumabe, Tara. “LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.” 2018. Web. 25 Jun 2019.

Vancouver:

Kumabe T. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1807/89746.

Council of Science Editors:

Kumabe T. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89746


Brock University

30. Trent-Kratz, Marion Edna. Examining the inclusion experiences of students with intellectual disabilities : a study focusing on the transition from elementary to secondary school .

Degree: Department of Child and Youth Studies, 2009, Brock University

 Transitioning from elementary to secondary school is a major event in adolescents' lives and can be associated with academic, social, and emotional challenges (Shaffer, 2005;… (more)

Subjects/Keywords: Learning disabled children – Education.; Inclusive education.; Adjustment (Psychology) in adolescence.; Student adjustment

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

APA (6th Edition):

Trent-Kratz, M. E. (2009). Examining the inclusion experiences of students with intellectual disabilities : a study focusing on the transition from elementary to secondary school . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2944

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):

Trent-Kratz, Marion Edna. “Examining the inclusion experiences of students with intellectual disabilities : a study focusing on the transition from elementary to secondary school .” 2009. Thesis, Brock University. Accessed June 25, 2019. http://hdl.handle.net/10464/2944.

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

MLA Handbook (7th Edition):

Trent-Kratz, Marion Edna. “Examining the inclusion experiences of students with intellectual disabilities : a study focusing on the transition from elementary to secondary school .” 2009. Web. 25 Jun 2019.

Vancouver:

Trent-Kratz ME. Examining the inclusion experiences of students with intellectual disabilities : a study focusing on the transition from elementary to secondary school . [Internet] [Thesis]. Brock University; 2009. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10464/2944.

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

Council of Science Editors:

Trent-Kratz ME. Examining the inclusion experiences of students with intellectual disabilities : a study focusing on the transition from elementary to secondary school . [Thesis]. Brock University; 2009. Available from: http://hdl.handle.net/10464/2944

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

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