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You searched for subject:( Inclusive education challenges ). Showing records 1 – 30 of 51992 total matches.

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University of South Africa

1. Tugli, Augustine Kwame. Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa .

Degree: 2013, University of South Africa

 Learners with disabilities do not only incur various challenges in their learning encounters, but their presence also places many demands on Institutions of Higher Education(more)

Subjects/Keywords: Challenges; Needs; Learners; Disability; Impairment; Inclusive education; Institution of higher education

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APA (6th Edition):

Tugli, A. K. (2013). Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/10396

Chicago Manual of Style (16th Edition):

Tugli, Augustine Kwame. “Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa .” 2013. Doctoral Dissertation, University of South Africa. Accessed June 24, 2019. http://hdl.handle.net/10500/10396.

MLA Handbook (7th Edition):

Tugli, Augustine Kwame. “Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa .” 2013. Web. 24 Jun 2019.

Vancouver:

Tugli AK. Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10500/10396.

Council of Science Editors:

Tugli AK. Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South Africa . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10396


University of South Africa

2. Teferi Adnew Zelelew. The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects.

Degree: 2016, University of South Africa

 The inclusion of students with impairment in higher education needs enabling legal frameworks to lay the foundation for equal opportunities for those learners in all… (more)

Subjects/Keywords: Inclusion; Inclusive education; Impairment; Students with visual impairment; Higher education institutions; Challenges; Prospects; Delphi method; Support measures; Action plan

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APA (6th Edition):

Zelelew, T. A. (2016). The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22052

Chicago Manual of Style (16th Edition):

Zelelew, Teferi Adnew. “The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects.” 2016. Doctoral Dissertation, University of South Africa. Accessed June 24, 2019. http://hdl.handle.net/10500/22052.

MLA Handbook (7th Edition):

Zelelew, Teferi Adnew. “The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects.” 2016. Web. 24 Jun 2019.

Vancouver:

Zelelew TA. The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10500/22052.

Council of Science Editors:

Zelelew TA. The inclusion of students with visual impairment at Addis Ababa University, Ethiopia : challenges and prospects. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22052


University of Georgia

3. Johnson, Beverly Evon. Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study.

Degree: EdD, Adult Education, 2017, University of Georgia

 Higher education institutions are struggling to decide how to promote, engage, and support diversity and inclusion efforts. Can stakeholders with the same goals affect this… (more)

Subjects/Keywords: Diversity advisory council; DAC; Chief diversity officer; CDO; Action research; Higher education; Inclusive excellence; Diversity Advisory Development Model; Diversity challenges

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APA (6th Edition):

Johnson, B. E. (2017). Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37836

Chicago Manual of Style (16th Edition):

Johnson, Beverly Evon. “Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study.” 2017. Doctoral Dissertation, University of Georgia. Accessed June 24, 2019. http://hdl.handle.net/10724/37836.

MLA Handbook (7th Edition):

Johnson, Beverly Evon. “Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study.” 2017. Web. 24 Jun 2019.

Vancouver:

Johnson BE. Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10724/37836.

Council of Science Editors:

Johnson BE. Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37836


University of Manchester

4. Makoelle, Tsediso Michael. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.

Degree: PhD, 2013, University of Manchester

 Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion… (more)

Subjects/Keywords: 373.68; •inclusion, inclusive pedagogy, inclusive teaching, inclusive education, inclusive classroom

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APA (6th Edition):

Makoelle, T. M. (2013). Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864

Chicago Manual of Style (16th Edition):

Makoelle, Tsediso Michael. “Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.” 2013. Doctoral Dissertation, University of Manchester. Accessed June 24, 2019. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864.

MLA Handbook (7th Edition):

Makoelle, Tsediso Michael. “Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.” 2013. Web. 24 Jun 2019.

Vancouver:

Makoelle TM. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Jun 24]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864.

Council of Science Editors:

Makoelle TM. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864


Victoria University of Wellington

5. Tufue, Rasela. Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit.

Degree: 2010, Victoria University of Wellington

 This is a qualitative study designed to investigate how the concept of inclusive education (IE) is understood and applied at a number of levels in… (more)

Subjects/Keywords: Samoa; Inclusive education; Policy

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APA (6th Edition):

Tufue, R. (2010). Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1539

Chicago Manual of Style (16th Edition):

Tufue, Rasela. “Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed June 24, 2019. http://hdl.handle.net/10063/1539.

MLA Handbook (7th Edition):

Tufue, Rasela. “Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit.” 2010. Web. 24 Jun 2019.

Vancouver:

Tufue R. Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10063/1539.

Council of Science Editors:

Tufue R. Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1539

6. Plate, Elisabeth. Staff support for inclusion : an international study.

Degree: PhD, 2012, Canterbury Christ Church University

 The idea for this research emerged following previous experiences in schools in Germany and England, noting their differences and similarities, and their equally persistent problems… (more)

Subjects/Keywords: 371.9046; LC1200 Inclusive education

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APA (6th Edition):

Plate, E. (2012). Staff support for inclusion : an international study. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690

Chicago Manual of Style (16th Edition):

Plate, Elisabeth. “Staff support for inclusion : an international study.” 2012. Doctoral Dissertation, Canterbury Christ Church University. Accessed June 24, 2019. http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690.

MLA Handbook (7th Edition):

Plate, Elisabeth. “Staff support for inclusion : an international study.” 2012. Web. 24 Jun 2019.

Vancouver:

Plate E. Staff support for inclusion : an international study. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2012. [cited 2019 Jun 24]. Available from: http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690.

Council of Science Editors:

Plate E. Staff support for inclusion : an international study. [Doctoral Dissertation]. Canterbury Christ Church University; 2012. Available from: http://create.canterbury.ac.uk/12105/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575690

7. Ekins, Alison. An exploration of inclusive practices in schools : case studies of two primary schools.

Degree: Thesis (EdD), 2010, Canterbury Christ Church University

 This thesis uses the accounts of teachers and senior leaders from two case study schools to explore issues impacting upon the development of inclusive practices… (more)

Subjects/Keywords: 371.2; LC1200 Inclusive education

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APA (6th Edition):

Ekins, A. (2010). An exploration of inclusive practices in schools : case studies of two primary schools. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578

Chicago Manual of Style (16th Edition):

Ekins, Alison. “An exploration of inclusive practices in schools : case studies of two primary schools.” 2010. Doctoral Dissertation, Canterbury Christ Church University. Accessed June 24, 2019. http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578.

MLA Handbook (7th Edition):

Ekins, Alison. “An exploration of inclusive practices in schools : case studies of two primary schools.” 2010. Web. 24 Jun 2019.

Vancouver:

Ekins A. An exploration of inclusive practices in schools : case studies of two primary schools. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2010. [cited 2019 Jun 24]. Available from: http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578.

Council of Science Editors:

Ekins A. An exploration of inclusive practices in schools : case studies of two primary schools. [Doctoral Dissertation]. Canterbury Christ Church University; 2010. Available from: http://create.canterbury.ac.uk/12115/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527578

8. Chapple, James W. Co-teaching: From Obstacles to Opportunities.

Degree: EdD, College of Education, 2009, Ashland University

 The purpose of this study was to identify the obstacles to implementing successful co-teaching teams between general and special education teachers. The research questions were… (more)

Subjects/Keywords: Education; Special Education; Co-teaching; inclusive education

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APA (6th Edition):

Chapple, J. W. (2009). Co-teaching: From Obstacles to Opportunities. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807

Chicago Manual of Style (16th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Doctoral Dissertation, Ashland University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

MLA Handbook (7th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Web. 24 Jun 2019.

Vancouver:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

Council of Science Editors:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807


Syracuse University

9. Tracy-Bronson, Chelsea P. Inclusive Education in Practice: District-Level Special Education Administrators' Leadership.

Degree: PhD, Teaching and Leadership, 2018, Syracuse University

  Considering six million children ages six through 21 receive special education services in the United States (Department of Education, 2017), it is critical to… (more)

Subjects/Keywords: District-Level Inclusive Education; Educational Leadership; Inclusion; Inclusive Education; Special Education; Special Education Leadership; Education

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APA (6th Edition):

Tracy-Bronson, C. P. (2018). Inclusive Education in Practice: District-Level Special Education Administrators' Leadership. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/880

Chicago Manual of Style (16th Edition):

Tracy-Bronson, Chelsea P. “Inclusive Education in Practice: District-Level Special Education Administrators' Leadership.” 2018. Doctoral Dissertation, Syracuse University. Accessed June 24, 2019. https://surface.syr.edu/etd/880.

MLA Handbook (7th Edition):

Tracy-Bronson, Chelsea P. “Inclusive Education in Practice: District-Level Special Education Administrators' Leadership.” 2018. Web. 24 Jun 2019.

Vancouver:

Tracy-Bronson CP. Inclusive Education in Practice: District-Level Special Education Administrators' Leadership. [Internet] [Doctoral dissertation]. Syracuse University; 2018. [cited 2019 Jun 24]. Available from: https://surface.syr.edu/etd/880.

Council of Science Editors:

Tracy-Bronson CP. Inclusive Education in Practice: District-Level Special Education Administrators' Leadership. [Doctoral Dissertation]. Syracuse University; 2018. Available from: https://surface.syr.edu/etd/880


Macquarie University

10. Kielblock, Stephan. Inclusive education for all: development of an instrument to measure the teachers' attitudes.

Degree: 2018, Macquarie University

Empirical thesis.

"Justus Liebig University Giessen, Germany ; Macquarie University Sydney, Australia"  – at head of title.

Bibliography: pages 201-220.

Chapter 1. Introduction  – Chapter… (more)

Subjects/Keywords: Inclusive education  – Australia; Inclusive education  – Germany; Mainstreaming in education  – Australia; Mainstreaming in education  – Germany; Teachers  – Attitudes; inclusive education; teachers' attitudes

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APA (6th Edition):

Kielblock, S. (2018). Inclusive education for all: development of an instrument to measure the teachers' attitudes. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1265466

Chicago Manual of Style (16th Edition):

Kielblock, Stephan. “Inclusive education for all: development of an instrument to measure the teachers' attitudes.” 2018. Doctoral Dissertation, Macquarie University. Accessed June 24, 2019. http://hdl.handle.net/1959.14/1265466.

MLA Handbook (7th Edition):

Kielblock, Stephan. “Inclusive education for all: development of an instrument to measure the teachers' attitudes.” 2018. Web. 24 Jun 2019.

Vancouver:

Kielblock S. Inclusive education for all: development of an instrument to measure the teachers' attitudes. [Internet] [Doctoral dissertation]. Macquarie University; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1959.14/1265466.

Council of Science Editors:

Kielblock S. Inclusive education for all: development of an instrument to measure the teachers' attitudes. [Doctoral Dissertation]. Macquarie University; 2018. Available from: http://hdl.handle.net/1959.14/1265466


University of Edinburgh

11. Taiwo, Mary Moyosore. Teachers' negotiations of inclusive practice in Nigerian classrooms.

Degree: PhD, 2015, University of Edinburgh

 This research investigates the practices of teachers in Nigerian classrooms where children with disabilities are being educated alongside their peers. The research objective was to… (more)

Subjects/Keywords: 371.9; inclusive education; inclusive practice; disability; framework for participation

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APA (6th Edition):

Taiwo, M. M. (2015). Teachers' negotiations of inclusive practice in Nigerian classrooms. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/21055

Chicago Manual of Style (16th Edition):

Taiwo, Mary Moyosore. “Teachers' negotiations of inclusive practice in Nigerian classrooms.” 2015. Doctoral Dissertation, University of Edinburgh. Accessed June 24, 2019. http://hdl.handle.net/1842/21055.

MLA Handbook (7th Edition):

Taiwo, Mary Moyosore. “Teachers' negotiations of inclusive practice in Nigerian classrooms.” 2015. Web. 24 Jun 2019.

Vancouver:

Taiwo MM. Teachers' negotiations of inclusive practice in Nigerian classrooms. [Internet] [Doctoral dissertation]. University of Edinburgh; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1842/21055.

Council of Science Editors:

Taiwo MM. Teachers' negotiations of inclusive practice in Nigerian classrooms. [Doctoral Dissertation]. University of Edinburgh; 2015. Available from: http://hdl.handle.net/1842/21055


Western Kentucky University

12. Kerr, David M. A Leading University with International Reach: Internationalization at Western Kentucky University.

Degree: EdD, Educational Leadership Doctoral Program, 2016, Western Kentucky University

  Internationalization has become a central feature of American universities and has continued to grow in importance as administrators, teachers, and students desire to take… (more)

Subjects/Keywords: implementing internationalization; approaches; rationales; challenges; solutions to challenges; Higher Education; International and Comparative Education

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APA (6th Edition):

Kerr, D. M. (2016). A Leading University with International Reach: Internationalization at Western Kentucky University. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/107

Chicago Manual of Style (16th Edition):

Kerr, David M. “A Leading University with International Reach: Internationalization at Western Kentucky University.” 2016. Doctoral Dissertation, Western Kentucky University. Accessed June 24, 2019. https://digitalcommons.wku.edu/diss/107.

MLA Handbook (7th Edition):

Kerr, David M. “A Leading University with International Reach: Internationalization at Western Kentucky University.” 2016. Web. 24 Jun 2019.

Vancouver:

Kerr DM. A Leading University with International Reach: Internationalization at Western Kentucky University. [Internet] [Doctoral dissertation]. Western Kentucky University; 2016. [cited 2019 Jun 24]. Available from: https://digitalcommons.wku.edu/diss/107.

Council of Science Editors:

Kerr DM. A Leading University with International Reach: Internationalization at Western Kentucky University. [Doctoral Dissertation]. Western Kentucky University; 2016. Available from: https://digitalcommons.wku.edu/diss/107


University of Stirling

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

Degree: PhD, 2016, University of Stirling

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alenezi, Nouf. “Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait.” 2016. Doctoral Dissertation, University of Stirling. Accessed June 24, 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. 24 Jun 2019.

Vancouver:

Alenezi N. Teachers' and Parents' perspectives towards including "slow learners" in mainstream schools in Kuwait. [Internet] [Doctoral dissertation]. University of Stirling; 2016. [cited 2019 Jun 24]. 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


University of Arizona

14. Zagona, Alison. Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms .

Degree: 2017, University of Arizona

 This study investigated how educators support students with significant disabilities to access the grade-level literacy curriculum within inclusive classrooms. Examination of multiple data sources across… (more)

Subjects/Keywords: access to the curriculum; general education; inclusive education; inclusive practices; significant disabilities; special education

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APA (6th Edition):

Zagona, A. (2017). Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624294

Chicago Manual of Style (16th Edition):

Zagona, Alison. “Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms .” 2017. Doctoral Dissertation, University of Arizona. Accessed June 24, 2019. http://hdl.handle.net/10150/624294.

MLA Handbook (7th Edition):

Zagona, Alison. “Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms .” 2017. Web. 24 Jun 2019.

Vancouver:

Zagona A. Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10150/624294.

Council of Science Editors:

Zagona A. Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624294

15. Latino, Nicole Marie. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.

Degree: PhD, Higher Education, 2010, U of Denver

  This study explored the personal journey of 11 White college administrators who were identified as inclusive leaders at a predominately White institution (PWI), recognized… (more)

Subjects/Keywords: Construction of whiteness; Critical Race Theory; Inclusive excellence; Inclusive leadership; White inclusive leaders; Education; Higher Education

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APA (6th Edition):

Latino, N. M. (2010). Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/354

Chicago Manual of Style (16th Edition):

Latino, Nicole Marie. “Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.” 2010. Doctoral Dissertation, U of Denver. Accessed June 24, 2019. https://digitalcommons.du.edu/etd/354.

MLA Handbook (7th Edition):

Latino, Nicole Marie. “Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.” 2010. Web. 24 Jun 2019.

Vancouver:

Latino NM. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Jun 24]. Available from: https://digitalcommons.du.edu/etd/354.

Council of Science Editors:

Latino NM. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/354


Temple University

16. Moore, Carl Stanley. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.

Degree: PhD, 2013, Temple University

Urban Education

Using universal design instruction (UDI) as a framework, this study explores the inclusive teaching practices of four award-winning humanities and social sciences faculty… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Moore, C. S. (2013). Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,216599

Chicago Manual of Style (16th Edition):

Moore, Carl Stanley. “Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.” 2013. Doctoral Dissertation, Temple University. Accessed June 24, 2019. http://digital.library.temple.edu/u?/p245801coll10,216599.

MLA Handbook (7th Edition):

Moore, Carl Stanley. “Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.” 2013. Web. 24 Jun 2019.

Vancouver:

Moore CS. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2019 Jun 24]. Available from: http://digital.library.temple.edu/u?/p245801coll10,216599.

Council of Science Editors:

Moore CS. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,216599


University of Edinburgh

17. Wang, Yuchen. Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai.

Degree: PhD, 2016, University of Edinburgh

 In Mainland China, a national education policy called ‘Learning in Regular Classrooms’ (LRC) has been implemented for over 25 years to support the inclusion of… (more)

Subjects/Keywords: 371.9; inclusive education; pupil voice; disability; China

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APA (6th Edition):

Wang, Y. (2016). Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22829

Chicago Manual of Style (16th Edition):

Wang, Yuchen. “Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed June 24, 2019. http://hdl.handle.net/1842/22829.

MLA Handbook (7th Edition):

Wang, Yuchen. “Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai.” 2016. Web. 24 Jun 2019.

Vancouver:

Wang Y. Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1842/22829.

Council of Science Editors:

Wang Y. Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/22829


University of Minnesota

18. Schuelka, Matthew John. Constructing disability in Bhutan: schools, structures, policies, and global discourses.

Degree: PhD, Organizational Leadership, Policy, and Development, 2014, University of Minnesota

 Bhutan is a small country in the Himalaya that has experienced rapid societal changes in the past 60 years. Perhaps the most significant change in… (more)

Subjects/Keywords: Bhutan; Disability; Inclusive Education; Vertical Case Study

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APA (6th Edition):

Schuelka, M. J. (2014). Constructing disability in Bhutan: schools, structures, policies, and global discourses. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162690

Chicago Manual of Style (16th Edition):

Schuelka, Matthew John. “Constructing disability in Bhutan: schools, structures, policies, and global discourses.” 2014. Doctoral Dissertation, University of Minnesota. Accessed June 24, 2019. http://hdl.handle.net/11299/162690.

MLA Handbook (7th Edition):

Schuelka, Matthew John. “Constructing disability in Bhutan: schools, structures, policies, and global discourses.” 2014. Web. 24 Jun 2019.

Vancouver:

Schuelka MJ. Constructing disability in Bhutan: schools, structures, policies, and global discourses. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/11299/162690.

Council of Science Editors:

Schuelka MJ. Constructing disability in Bhutan: schools, structures, policies, and global discourses. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/162690


University of Newcastle

19. Sukbunpant, Sasipin. The perceptions of Thai preschool teachers about inclusive education for young children with disabilities.

Degree: PhD, 2013, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

The present study aims to (a) examine the needs of Thai preschool teachers in relation to the inclusion… (more)

Subjects/Keywords: perceptions; inclusive education; preschool teachers; Thailand

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APA (6th Edition):

Sukbunpant, S. (2013). The perceptions of Thai preschool teachers about inclusive education for young children with disabilities. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1036905

Chicago Manual of Style (16th Edition):

Sukbunpant, Sasipin. “The perceptions of Thai preschool teachers about inclusive education for young children with disabilities.” 2013. Doctoral Dissertation, University of Newcastle. Accessed June 24, 2019. http://hdl.handle.net/1959.13/1036905.

MLA Handbook (7th Edition):

Sukbunpant, Sasipin. “The perceptions of Thai preschool teachers about inclusive education for young children with disabilities.” 2013. Web. 24 Jun 2019.

Vancouver:

Sukbunpant S. The perceptions of Thai preschool teachers about inclusive education for young children with disabilities. [Internet] [Doctoral dissertation]. University of Newcastle; 2013. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1959.13/1036905.

Council of Science Editors:

Sukbunpant S. The perceptions of Thai preschool teachers about inclusive education for young children with disabilities. [Doctoral Dissertation]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/1036905


University of Aberdeen

20. Moriah, Mishel Patrina. School leadership and inclusive education practices in Caribbean secondary schools.

Degree: PhD, 2017, University of Aberdeen

 Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al.,… (more)

Subjects/Keywords: 371.2; Educational leadership; Inclusive education; Caribbean Area

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APA (6th Edition):

Moriah, M. P. (2017). School leadership and inclusive education practices in Caribbean secondary schools. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592

Chicago Manual of Style (16th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Doctoral Dissertation, University of Aberdeen. Accessed June 24, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592.

MLA Handbook (7th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Web. 24 Jun 2019.

Vancouver:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Internet] [Doctoral dissertation]. University of Aberdeen; 2017. [cited 2019 Jun 24]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592.

Council of Science Editors:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Doctoral Dissertation]. University of Aberdeen; 2017. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592

21. Talbert, Kathleen. Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings.

Degree: PhD, Special Education, 2010, Texas Woman's University

 The purpose of this study was to examine the degree to which teachers and administrators have knowledge of specially designed instruction, to determine the degree… (more)

Subjects/Keywords: Education; Inclusive settings; Specially designed instruction

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APA (6th Edition):

Talbert, K. (2010). Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings. (Doctoral Dissertation). Texas Woman's University. Retrieved from https://twu-ir.tdl.org/handle/11274/10513

Chicago Manual of Style (16th Edition):

Talbert, Kathleen. “Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings.” 2010. Doctoral Dissertation, Texas Woman's University. Accessed June 24, 2019. https://twu-ir.tdl.org/handle/11274/10513.

MLA Handbook (7th Edition):

Talbert, Kathleen. “Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings.” 2010. Web. 24 Jun 2019.

Vancouver:

Talbert K. Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings. [Internet] [Doctoral dissertation]. Texas Woman's University; 2010. [cited 2019 Jun 24]. Available from: https://twu-ir.tdl.org/handle/11274/10513.

Council of Science Editors:

Talbert K. Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings. [Doctoral Dissertation]. Texas Woman's University; 2010. Available from: https://twu-ir.tdl.org/handle/11274/10513

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Doctoral Dissertation, University of North Dakota. Accessed June 24, 2019. https://commons.und.edu/theses/1763.

MLA Handbook (7th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Web. 24 Jun 2019.

Vancouver:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Jun 24]. Available from: https://commons.und.edu/theses/1763.

Council of Science Editors:

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


University of Arizona

23. Bailey-Jones, Tsuru. Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students .

Degree: 2018, University of Arizona

 The United States has a long history of resettling refuges in the country. Research indicates that refugee students enter the country and ultimately schools with… (more)

Subjects/Keywords: Inclusive schools; Principal responsiveness; Refugee education

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APA (6th Edition):

Bailey-Jones, T. (2018). Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627767

Chicago Manual of Style (16th Edition):

Bailey-Jones, Tsuru. “Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students .” 2018. Doctoral Dissertation, University of Arizona. Accessed June 24, 2019. http://hdl.handle.net/10150/627767.

MLA Handbook (7th Edition):

Bailey-Jones, Tsuru. “Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students .” 2018. Web. 24 Jun 2019.

Vancouver:

Bailey-Jones T. Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10150/627767.

Council of Science Editors:

Bailey-Jones T. Responding to Refugee Students in K-12 Education: The Role Principals Play in the Integration and Education of Refugee Students . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627767


Loughborough University

24. Hussain, Amjad. Workforce challenges : 'inclusive design' for organizational sustainability.

Degree: PhD, 2013, Loughborough University

 Today's challenge for workforce management lies in providing a healthy, safe and productive working culture where people are valued, empowered and respected. Workforce diversity is… (more)

Subjects/Keywords: 658.3; Inclusive design; Workforce challenges; Human variability; Work performance; Ergonomic risk assessment and digital human modeling

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APA (6th Edition):

Hussain, A. (2013). Workforce challenges : 'inclusive design' for organizational sustainability. (Doctoral Dissertation). Loughborough University. Retrieved from https://dspace.lboro.ac.uk/2134/12578 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658243

Chicago Manual of Style (16th Edition):

Hussain, Amjad. “Workforce challenges : 'inclusive design' for organizational sustainability.” 2013. Doctoral Dissertation, Loughborough University. Accessed June 24, 2019. https://dspace.lboro.ac.uk/2134/12578 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658243.

MLA Handbook (7th Edition):

Hussain, Amjad. “Workforce challenges : 'inclusive design' for organizational sustainability.” 2013. Web. 24 Jun 2019.

Vancouver:

Hussain A. Workforce challenges : 'inclusive design' for organizational sustainability. [Internet] [Doctoral dissertation]. Loughborough University; 2013. [cited 2019 Jun 24]. Available from: https://dspace.lboro.ac.uk/2134/12578 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658243.

Council of Science Editors:

Hussain A. Workforce challenges : 'inclusive design' for organizational sustainability. [Doctoral Dissertation]. Loughborough University; 2013. Available from: https://dspace.lboro.ac.uk/2134/12578 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658243


Oregon State University

25. Siebert, Erin Ashleigh. Examining the Implementation of Inclusive Extracurricular Athletics by Physical Education Teachers.

Degree: PhD, 2017, Oregon State University

 Current literature supports the benefits of participation in extracurricular activities (Barnett & Weber, 2008). However, a report from the U.S. Government Accountability Office (GAO) found… (more)

Subjects/Keywords: Inclusive

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APA (6th Edition):

Siebert, E. A. (2017). Examining the Implementation of Inclusive Extracurricular Athletics by Physical Education Teachers. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/61745

Chicago Manual of Style (16th Edition):

Siebert, Erin Ashleigh. “Examining the Implementation of Inclusive Extracurricular Athletics by Physical Education Teachers.” 2017. Doctoral Dissertation, Oregon State University. Accessed June 24, 2019. http://hdl.handle.net/1957/61745.

MLA Handbook (7th Edition):

Siebert, Erin Ashleigh. “Examining the Implementation of Inclusive Extracurricular Athletics by Physical Education Teachers.” 2017. Web. 24 Jun 2019.

Vancouver:

Siebert EA. Examining the Implementation of Inclusive Extracurricular Athletics by Physical Education Teachers. [Internet] [Doctoral dissertation]. Oregon State University; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1957/61745.

Council of Science Editors:

Siebert EA. Examining the Implementation of Inclusive Extracurricular Athletics by Physical Education Teachers. [Doctoral Dissertation]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61745


Arizona State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Waitoller, Federico Roberto. “A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education.” 2011. Doctoral Dissertation, Arizona State University. Accessed June 24, 2019. http://repository.asu.edu/items/14404.

MLA Handbook (7th Edition):

Waitoller, Federico Roberto. “A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education.” 2011. Web. 24 Jun 2019.

Vancouver:

Waitoller FR. A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jun 24]. Available from: http://repository.asu.edu/items/14404.

Council of Science Editors:

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


University of Kansas

27. 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Doctoral Dissertation, University of Kansas. Accessed June 24, 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. 24 Jun 2019.

Vancouver:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Jun 24]. 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


Miami University

28. Kilgore, Jenny. RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY.

Degree: PhD, Educational Leadership, 2006, Miami University

 A report sponsored by the U.S. Department of Education (2000) regarding the effectiveness of different aspects of ‘school’ on student learning found that although much… (more)

Subjects/Keywords: inclusive; traditional; homogeneous; heterogeneous; inclusive education

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APA (6th Edition):

Kilgore, J. (2006). RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574

Chicago Manual of Style (16th Edition):

Kilgore, Jenny. “RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY.” 2006. Doctoral Dissertation, Miami University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574.

MLA Handbook (7th Edition):

Kilgore, Jenny. “RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY.” 2006. Web. 24 Jun 2019.

Vancouver:

Kilgore J. RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY. [Internet] [Doctoral dissertation]. Miami University; 2006. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574.

Council of Science Editors:

Kilgore J. RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY. [Doctoral Dissertation]. Miami University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574


University of Oxford

29. Hurairah, Huraini. Inclusive education and educational diversity : a study of Brunei Government schools.

Degree: PhD, 2009, University of Oxford

Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of… (more)

Subjects/Keywords: 370.9; Education; inclusive education; Brunei; Language & Terminology; special education

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APA (6th Edition):

Hurairah, H. (2009). Inclusive education and educational diversity : a study of Brunei Government schools. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779

Chicago Manual of Style (16th Edition):

Hurairah, Huraini. “Inclusive education and educational diversity : a study of Brunei Government schools.” 2009. Doctoral Dissertation, University of Oxford. Accessed June 24, 2019. http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779.

MLA Handbook (7th Edition):

Hurairah, Huraini. “Inclusive education and educational diversity : a study of Brunei Government schools.” 2009. Web. 24 Jun 2019.

Vancouver:

Hurairah H. Inclusive education and educational diversity : a study of Brunei Government schools. [Internet] [Doctoral dissertation]. University of Oxford; 2009. [cited 2019 Jun 24]. Available from: http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779.

Council of Science Editors:

Hurairah H. Inclusive education and educational diversity : a study of Brunei Government schools. [Doctoral Dissertation]. University of Oxford; 2009. Available from: http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779


Arizona State University

30. Ciyer, Aysegul. Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators.

Degree: PhD, Curriculum and Instruction, 2010, Arizona State University

 According to UNESCO's 2010 survey results of 58 member countries, 34 of the countries had less than 1 percent of children enrolled in special education(more)

Subjects/Keywords: Special Education; Education Policy; Early Childhood Education; globalism; inclusive; Turkey; UNESCO

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APA (6th Edition):

Ciyer, A. (2010). Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8808

Chicago Manual of Style (16th Edition):

Ciyer, Aysegul. “Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators.” 2010. Doctoral Dissertation, Arizona State University. Accessed June 24, 2019. http://repository.asu.edu/items/8808.

MLA Handbook (7th Edition):

Ciyer, Aysegul. “Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators.” 2010. Web. 24 Jun 2019.

Vancouver:

Ciyer A. Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators. [Internet] [Doctoral dissertation]. Arizona State University; 2010. [cited 2019 Jun 24]. Available from: http://repository.asu.edu/items/8808.

Council of Science Editors:

Ciyer A. Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators. [Doctoral Dissertation]. Arizona State University; 2010. Available from: http://repository.asu.edu/items/8808

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