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You searched for subject:( Inclusive education challenges ). Showing records 91 – 120 of 158073 total matches.

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University of Hong Kong

91. Lee, Ka-yin, Wendy. A case study of inclusive education in Hong Kong.

Degree: MEd, 2013, University of Hong Kong

This paper reports a case study conducted at a local Government-aided primary school in Hong Kong to explore the teaching and learning of three students… (more)

Subjects/Keywords: Inclusive education - China - Hong Kong - Case studies

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APA (6th Edition):

Lee, Ka-yin, W. (2013). A case study of inclusive education in Hong Kong. (Masters Thesis). University of Hong Kong. Retrieved from Lee, K. W. [李嘉賢]. (2013). A case study of inclusive education in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396463 ; http://dx.doi.org/10.5353/th_b5396463 ; http://hdl.handle.net/10722/209641

Chicago Manual of Style (16th Edition):

Lee, Ka-yin, Wendy. “A case study of inclusive education in Hong Kong.” 2013. Masters Thesis, University of Hong Kong. Accessed June 15, 2019. Lee, K. W. [李嘉賢]. (2013). A case study of inclusive education in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396463 ; http://dx.doi.org/10.5353/th_b5396463 ; http://hdl.handle.net/10722/209641.

MLA Handbook (7th Edition):

Lee, Ka-yin, Wendy. “A case study of inclusive education in Hong Kong.” 2013. Web. 15 Jun 2019.

Vancouver:

Lee, Ka-yin W. A case study of inclusive education in Hong Kong. [Internet] [Masters thesis]. University of Hong Kong; 2013. [cited 2019 Jun 15]. Available from: Lee, K. W. [李嘉賢]. (2013). A case study of inclusive education in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396463 ; http://dx.doi.org/10.5353/th_b5396463 ; http://hdl.handle.net/10722/209641.

Council of Science Editors:

Lee, Ka-yin W. A case study of inclusive education in Hong Kong. [Masters Thesis]. University of Hong Kong; 2013. Available from: Lee, K. W. [李嘉賢]. (2013). A case study of inclusive education in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396463 ; http://dx.doi.org/10.5353/th_b5396463 ; http://hdl.handle.net/10722/209641

92. Rivera, Roana Kasandra. Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry .

Degree: 2017, Texas A&M University – Corpus Christi

 Since the mid ‘70s, school districts have been trying to place students with disabilities in the least restricted environment. As governments strive to create a… (more)

Subjects/Keywords: disabilities; elementary; inclusive; segregated; special education; STAAR

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APA (6th Edition):

Rivera, R. K. (2017). Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/3804

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):

Rivera, Roana Kasandra. “Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed June 15, 2019. http://hdl.handle.net/1969.6/3804.

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

MLA Handbook (7th Edition):

Rivera, Roana Kasandra. “Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry .” 2017. Web. 15 Jun 2019.

Vancouver:

Rivera RK. Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1969.6/3804.

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

Council of Science Editors:

Rivera RK. Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry . [Thesis]. Texas A&M University – Corpus Christi; 2017. Available from: http://hdl.handle.net/1969.6/3804

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


University of Toronto

93. 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 15, 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. 15 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 15]. 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


Central Connecticut State University

94. DeLeeuw, Judy A., 1957-. A case study of change : implementing full inclusion in a middle school.

Degree: Department of Educational Leadership, 2012, Central Connecticut State University

 This mixed methods instrumental case study examined an educational change process in a middle school to inclusive practices for students with disabilities. Educational change continues… (more)

Subjects/Keywords: Educational change; Inclusive education; Middle school teaching

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

APA (6th Edition):

DeLeeuw, Judy A., 1. (2012). A case study of change : implementing full inclusion in a middle school. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1762

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):

DeLeeuw, Judy A., 1957-. “A case study of change : implementing full inclusion in a middle school.” 2012. Thesis, Central Connecticut State University. Accessed June 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1762.

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

MLA Handbook (7th Edition):

DeLeeuw, Judy A., 1957-. “A case study of change : implementing full inclusion in a middle school.” 2012. Web. 15 Jun 2019.

Vancouver:

DeLeeuw, Judy A. 1. A case study of change : implementing full inclusion in a middle school. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Jun 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1762.

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

Council of Science Editors:

DeLeeuw, Judy A. 1. A case study of change : implementing full inclusion in a middle school. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1762

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


Massey University

95. Deuninck, Miek W J. An appreciative inquiry into teacher aides' perspectives on best practice for inclusion.

Degree: Master of Educational Psychology, 2015, Massey University

 This project utilised interviews and a focus group within an appreciative inquiry framework to gain an understanding of the perspectives of four teacher aides on… (more)

Subjects/Keywords: Teachers' assistants; Inclusive education; New Zealand

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APA (6th Edition):

Deuninck, M. W. J. (2015). An appreciative inquiry into teacher aides' perspectives on best practice for inclusion. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7552

Chicago Manual of Style (16th Edition):

Deuninck, Miek W J. “An appreciative inquiry into teacher aides' perspectives on best practice for inclusion.” 2015. Masters Thesis, Massey University. Accessed June 15, 2019. http://hdl.handle.net/10179/7552.

MLA Handbook (7th Edition):

Deuninck, Miek W J. “An appreciative inquiry into teacher aides' perspectives on best practice for inclusion.” 2015. Web. 15 Jun 2019.

Vancouver:

Deuninck MWJ. An appreciative inquiry into teacher aides' perspectives on best practice for inclusion. [Internet] [Masters thesis]. Massey University; 2015. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10179/7552.

Council of Science Editors:

Deuninck MWJ. An appreciative inquiry into teacher aides' perspectives on best practice for inclusion. [Masters Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7552


Massey University

96. Khayat, Karen Ruth Chesterton. Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand .

Degree: 2014, Massey University

 Access to an inclusive education for children who are disabled is internationally agreed to be a basic human right. As such, it has been enshrined… (more)

Subjects/Keywords: Inclusive education; Bahrain; Iraq; Jordan; Middle East

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APA (6th Edition):

Khayat, K. R. C. (2014). Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/8298

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):

Khayat, Karen Ruth Chesterton. “Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand .” 2014. Thesis, Massey University. Accessed June 15, 2019. http://hdl.handle.net/10179/8298.

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

MLA Handbook (7th Edition):

Khayat, Karen Ruth Chesterton. “Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand .” 2014. Web. 15 Jun 2019.

Vancouver:

Khayat KRC. Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand . [Internet] [Thesis]. Massey University; 2014. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10179/8298.

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

Council of Science Editors:

Khayat KRC. Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand . [Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/8298

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


University of the Western Cape

97. Sayser, Nickfred Johane. Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .

Degree: 2014, University of the Western Cape

 The democratisation of the South African government created a policy environment that enabled transformation in every sphere of our society. Transformation of the education sector… (more)

Subjects/Keywords: South African government; Inclusive education; Schools

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

APA (6th Edition):

Sayser, N. J. (2014). Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4222

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):

Sayser, Nickfred Johane. “Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .” 2014. Thesis, University of the Western Cape. Accessed June 15, 2019. http://hdl.handle.net/11394/4222.

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

MLA Handbook (7th Edition):

Sayser, Nickfred Johane. “Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .” 2014. Web. 15 Jun 2019.

Vancouver:

Sayser NJ. Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/11394/4222.

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

Council of Science Editors:

Sayser NJ. Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4222

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


University of the Western Cape

98. Pillay, Savondarie Govindaswami. The role of physiotherapy in inclusive education .

Degree: 2011, University of the Western Cape

 The education system in South Africa has been on a path of change since 1994, in an effort to correct the injustices and inequalities of… (more)

Subjects/Keywords: Physiotherapist; District based support team; Inclusive education

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APA (6th Edition):

Pillay, S. G. (2011). The role of physiotherapy in inclusive education . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5308

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):

Pillay, Savondarie Govindaswami. “The role of physiotherapy in inclusive education .” 2011. Thesis, University of the Western Cape. Accessed June 15, 2019. http://hdl.handle.net/11394/5308.

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

MLA Handbook (7th Edition):

Pillay, Savondarie Govindaswami. “The role of physiotherapy in inclusive education .” 2011. Web. 15 Jun 2019.

Vancouver:

Pillay SG. The role of physiotherapy in inclusive education . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/11394/5308.

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

Council of Science Editors:

Pillay SG. The role of physiotherapy in inclusive education . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/5308

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


Karlstad University

99. Hreidarsdóttir, Gudny Maria. "Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland.

Degree: Faculty of Social and Life Sciences, 2012, Karlstad University

 <h2>Abstract</h2> This research is about inclusive education in three classes and the experience of a disabled child in the class. The aim was to find… (more)

Subjects/Keywords: Inclusive education; disabled children; participation; schools.

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APA (6th Edition):

Hreidarsdóttir, G. M. (2012). "Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15803

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):

Hreidarsdóttir, Gudny Maria. “"Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland.” 2012. Thesis, Karlstad University. Accessed June 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15803.

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

MLA Handbook (7th Edition):

Hreidarsdóttir, Gudny Maria. “"Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland.” 2012. Web. 15 Jun 2019.

Vancouver:

Hreidarsdóttir GM. "Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland. [Internet] [Thesis]. Karlstad University; 2012. [cited 2019 Jun 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15803.

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

Council of Science Editors:

Hreidarsdóttir GM. "Just something I can do!" : Inclusive education and school experience of disabled children in Scotland, Sweden and Iceland. [Thesis]. Karlstad University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15803

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


North-West University

100. Mahlalela, Thembelihle Nancy. Exploring a rural community's understanding of the implementation of inclusive education / T.N. Mahlalela .

Degree: 2013, North-West University

 The main purpose of this study was to actively engage with members of the rural community to establish how they understand the implementation of inclusive(more)

Subjects/Keywords: Inclusive education; Inclusion; Rural community and collaboration

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APA (6th Edition):

Mahlalela, T. N. (2013). Exploring a rural community's understanding of the implementation of inclusive education / T.N. Mahlalela . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8770

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):

Mahlalela, Thembelihle Nancy. “Exploring a rural community's understanding of the implementation of inclusive education / T.N. Mahlalela .” 2013. Thesis, North-West University. Accessed June 15, 2019. http://hdl.handle.net/10394/8770.

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

MLA Handbook (7th Edition):

Mahlalela, Thembelihle Nancy. “Exploring a rural community's understanding of the implementation of inclusive education / T.N. Mahlalela .” 2013. Web. 15 Jun 2019.

Vancouver:

Mahlalela TN. Exploring a rural community's understanding of the implementation of inclusive education / T.N. Mahlalela . [Internet] [Thesis]. North-West University; 2013. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10394/8770.

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

Council of Science Editors:

Mahlalela TN. Exploring a rural community's understanding of the implementation of inclusive education / T.N. Mahlalela . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/8770

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


University of Waikato

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

Degree: 2009, University of Waikato

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Daveta, Mereoni Laveti. “Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes .” 2009. Masters Thesis, University of Waikato. Accessed June 15, 2019. http://hdl.handle.net/10289/2769.

MLA Handbook (7th Edition):

Daveta, Mereoni Laveti. “Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes .” 2009. Web. 15 Jun 2019.

Vancouver:

Daveta ML. Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes . [Internet] [Masters thesis]. University of Waikato; 2009. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10289/2769.

Council of Science Editors:

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


University of South Africa

102. Luningo, Mziwonke. Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape.

Degree: 2015, University of South Africa

 Despite the DoE having made progress in providing training to teachers in the necessary skills, the inclusive education teachers were experiencing challenges to implementing inclusive(more)

Subjects/Keywords: Professional development; Support; Implement; Inclusive education

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APA (6th Edition):

Luningo, M. (2015). Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18603

Chicago Manual of Style (16th Edition):

Luningo, Mziwonke. “Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape.” 2015. Masters Thesis, University of South Africa. Accessed June 15, 2019. http://hdl.handle.net/10500/18603.

MLA Handbook (7th Edition):

Luningo, Mziwonke. “Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape.” 2015. Web. 15 Jun 2019.

Vancouver:

Luningo M. Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10500/18603.

Council of Science Editors:

Luningo M. Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18603


University of South Africa

103. Morelle, Mokwena. Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District.

Degree: 2016, University of South Africa

 The purpose of this study is to explore the challenges experienced by learners with visual impairment in two mainstream schools in Klerksdorp, Dr Kenneth Kaunda… (more)

Subjects/Keywords: Inclusive education; Mainstreaming; Curriculum; Visual impairment; Inclusion

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APA (6th Edition):

Morelle, M. (2016). Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23125

Chicago Manual of Style (16th Edition):

Morelle, Mokwena. “Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District.” 2016. Masters Thesis, University of South Africa. Accessed June 15, 2019. http://hdl.handle.net/10500/23125.

MLA Handbook (7th Edition):

Morelle, Mokwena. “Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District.” 2016. Web. 15 Jun 2019.

Vancouver:

Morelle M. Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10500/23125.

Council of Science Editors:

Morelle M. Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/23125


University of South Africa

104. Motitswe, Jacomina Mokgadi Christine. Teaching and learning methods in inclusive classrooms in the foundation phase .

Degree: 2012, University of South Africa

 The South African government introduced Full-service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full-service… (more)

Subjects/Keywords: Inclusive education; Foundation phase; Full-service schools

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APA (6th Edition):

Motitswe, J. M. C. (2012). Teaching and learning methods in inclusive classrooms in the foundation phase . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6037

Chicago Manual of Style (16th Edition):

Motitswe, Jacomina Mokgadi Christine. “Teaching and learning methods in inclusive classrooms in the foundation phase .” 2012. Masters Thesis, University of South Africa. Accessed June 15, 2019. http://hdl.handle.net/10500/6037.

MLA Handbook (7th Edition):

Motitswe, Jacomina Mokgadi Christine. “Teaching and learning methods in inclusive classrooms in the foundation phase .” 2012. Web. 15 Jun 2019.

Vancouver:

Motitswe JMC. Teaching and learning methods in inclusive classrooms in the foundation phase . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10500/6037.

Council of Science Editors:

Motitswe JMC. Teaching and learning methods in inclusive classrooms in the foundation phase . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/6037


University of Edinburgh

105. 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 15, 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. 15 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 15]. 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

106. 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 15, 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. 15 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 15]. 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

107. 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 15, 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. 15 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 15]. 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

108. 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 15, 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. 15 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 15]. 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


University of Arizona

109. 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 15, 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. 15 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 15]. 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

110. 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 15, 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. 15 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 15]. 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


University of Johannesburg

111. Shavhani, Ntakadzeni Nkhangweleni. Primary school principals' perceptions of diverse learning needs in the Thohoyandou area.

Degree: 2009, University of Johannesburg

M.Ed.

Education in South Africa is facing dynamic changes since the election of a democratic government in 1994. After some investigations into all aspects of… (more)

Subjects/Keywords: Thohoyandou ( South Africa ); inclusive education; school principals

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APA (6th Edition):

Shavhani, N. N. (2009). Primary school principals' perceptions of diverse learning needs in the Thohoyandou area. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2028

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):

Shavhani, Ntakadzeni Nkhangweleni. “Primary school principals' perceptions of diverse learning needs in the Thohoyandou area.” 2009. Thesis, University of Johannesburg. Accessed June 15, 2019. http://hdl.handle.net/10210/2028.

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

MLA Handbook (7th Edition):

Shavhani, Ntakadzeni Nkhangweleni. “Primary school principals' perceptions of diverse learning needs in the Thohoyandou area.” 2009. Web. 15 Jun 2019.

Vancouver:

Shavhani NN. Primary school principals' perceptions of diverse learning needs in the Thohoyandou area. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10210/2028.

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

Council of Science Editors:

Shavhani NN. Primary school principals' perceptions of diverse learning needs in the Thohoyandou area. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2028

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


University of Debrecen

112. Hatahet, Mais. The impact of inclusive education for children with autism on parental life satisfaction .

Degree: DE – Egészségügyi Kar, University of Debrecen

 The aim of the study was to contribute to the literature concerning the inclusive education in Jordan, by mapping the social and psychological consequences (social… (more)

Subjects/Keywords: inclusive education; autism

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APA (6th Edition):

Hatahet, M. (n.d.). The impact of inclusive education for children with autism on parental life satisfaction . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/265839

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

Chicago Manual of Style (16th Edition):

Hatahet, Mais. “The impact of inclusive education for children with autism on parental life satisfaction .” Thesis, University of Debrecen. Accessed June 15, 2019. http://hdl.handle.net/2437/265839.

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

MLA Handbook (7th Edition):

Hatahet, Mais. “The impact of inclusive education for children with autism on parental life satisfaction .” Web. 15 Jun 2019.

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

Vancouver:

Hatahet M. The impact of inclusive education for children with autism on parental life satisfaction . [Internet] [Thesis]. University of Debrecen; [cited 2019 Jun 15]. Available from: http://hdl.handle.net/2437/265839.

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

Council of Science Editors:

Hatahet M. The impact of inclusive education for children with autism on parental life satisfaction . [Thesis]. University of Debrecen; Available from: http://hdl.handle.net/2437/265839

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

113. 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 15, 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. 15 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 15]. 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

114. 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 15, 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. 15 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 15]. 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


Loughborough University

115. 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 15, 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. 15 Jun 2019.

Vancouver:

Hussain A. Workforce challenges : 'inclusive design' for organizational sustainability. [Internet] [Doctoral dissertation]. Loughborough University; 2013. [cited 2019 Jun 15]. 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


University of Western Ontario

116. 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 15, 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. 15 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 15]. 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


Oregon State University

117. 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 15, 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. 15 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 15]. 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

118. 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 15, 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. 15 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 15]. 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

119. 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 15, 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. 15 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 15]. 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

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

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 15, 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. 15 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 15]. 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

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