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You searched for subject:( inclusive educational strategies). Showing records 1 – 30 of 46960 total matches.

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

Degree: 2015, California State University – San Marcos

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Bedford, Amanda. “How to Implement an Inclusive Classroom .” 2015. Thesis, California State University – San Marcos. Accessed June 17, 2019. http://hdl.handle.net/10211.3/143398.

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

MLA Handbook (7th Edition):

Bedford, Amanda. “How to Implement an Inclusive Classroom .” 2015. Web. 17 Jun 2019.

Vancouver:

Bedford A. How to Implement an Inclusive Classroom . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10211.3/143398.

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

Council of Science Editors:

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

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


University of Western Ontario

2. Dare, Lynn. Students' Perspectives on Educational Acceleration.

Degree: 2018, University of Western Ontario

 This dissertation comprises three studies exploring Australian and Canadian students’ perspectives on grade-based acceleration. The first study involved Australian high-ability students, ages 9 to 14,… (more)

Subjects/Keywords: acceleration; student beliefs; student perspectives; group concept mapping; high-ability; gifted; inclusive education; inclusion strategies; Education; Educational Psychology; Gifted Education

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APA (6th Edition):

Dare, L. (2018). Students' Perspectives on Educational Acceleration. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5283

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):

Dare, Lynn. “Students' Perspectives on Educational Acceleration.” 2018. Thesis, University of Western Ontario. Accessed June 17, 2019. https://ir.lib.uwo.ca/etd/5283.

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

MLA Handbook (7th Edition):

Dare, Lynn. “Students' Perspectives on Educational Acceleration.” 2018. Web. 17 Jun 2019.

Vancouver:

Dare L. Students' Perspectives on Educational Acceleration. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2019 Jun 17]. Available from: https://ir.lib.uwo.ca/etd/5283.

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

Council of Science Editors:

Dare L. Students' Perspectives on Educational Acceleration. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5283

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


University of Manitoba

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

Degree: Education, 2011, University of Manitoba

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

Subjects/Keywords: Inclusive special education; Educational administration

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Zaretsky, Joan Darlene. “A study of Northern Manitoba principals' perspectives regarding new special education legislation.” 2011. Thesis, University of Manitoba. Accessed June 17, 2019. http://hdl.handle.net/1993/4327.

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

MLA Handbook (7th Edition):

Zaretsky, Joan Darlene. “A study of Northern Manitoba principals' perspectives regarding new special education legislation.” 2011. Web. 17 Jun 2019.

Vancouver:

Zaretsky JD. A study of Northern Manitoba principals' perspectives regarding new special education legislation. [Internet] [Thesis]. University of Manitoba; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1993/4327.

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

Council of Science Editors:

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

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

4. Tsarouha, Vassiliki. Παραγωγή και χρήση στρατηγικών διδασκαλίας για τη συνεκπαίδευση μαθητών με ή χωρίς ειδικές ανάγκες.

Degree: 2013, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

Τhe study examines the Primary Education teachers’ attitudes towards the implementation of inclusive instructional strategies concerning the Special Needs Education Students. More specifically, it investigates… (more)

Subjects/Keywords: Συνεκπαίδευση; Στρατηγικές διδασκαλίας; Μαθητές με ή χωρίς ειδικές εκπαιδευτικές ανάγκες; Στάσεις των εκπαιδευτικών; Inclusive education; Teaching strategies; Students with or without special educational needs; Attitudes of the teachers

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APA (6th Edition):

Tsarouha, V. (2013). Παραγωγή και χρήση στρατηγικών διδασκαλίας για τη συνεκπαίδευση μαθητών με ή χωρίς ειδικές ανάγκες. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/38030

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):

Tsarouha, Vassiliki. “Παραγωγή και χρήση στρατηγικών διδασκαλίας για τη συνεκπαίδευση μαθητών με ή χωρίς ειδικές ανάγκες.” 2013. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed June 17, 2019. http://hdl.handle.net/10442/hedi/38030.

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

MLA Handbook (7th Edition):

Tsarouha, Vassiliki. “Παραγωγή και χρήση στρατηγικών διδασκαλίας για τη συνεκπαίδευση μαθητών με ή χωρίς ειδικές ανάγκες.” 2013. Web. 17 Jun 2019.

Vancouver:

Tsarouha V. Παραγωγή και χρήση στρατηγικών διδασκαλίας για τη συνεκπαίδευση μαθητών με ή χωρίς ειδικές ανάγκες. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10442/hedi/38030.

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

Council of Science Editors:

Tsarouha V. Παραγωγή και χρήση στρατηγικών διδασκαλίας για τη συνεκπαίδευση μαθητών με ή χωρίς ειδικές ανάγκες. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2013. Available from: http://hdl.handle.net/10442/hedi/38030

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

5. Gomes, Ana Carina Maria Ricardo. Conceções e práticas dos professores acerca do processo de ensino e aprendizagem dos alunos com DID na área da matemática.

Degree: 2016, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial – Problemas Cognitivos e Multideficiência

A população… (more)

Subjects/Keywords: Dificuldades intelectuais e desenvolvimentais; Necessidades educativas especiais; Estratégias de ensino; Escola inclusiva; Matemática; Intellectual and developmental disabilities; Special educational needs; Teaching strategies; Inclusive school; Mathematics

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APA (6th Edition):

Gomes, A. C. M. R. (2016). Conceções e práticas dos professores acerca do processo de ensino e aprendizagem dos alunos com DID na área da matemática. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6811

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):

Gomes, Ana Carina Maria Ricardo. “Conceções e práticas dos professores acerca do processo de ensino e aprendizagem dos alunos com DID na área da matemática.” 2016. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed June 17, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6811.

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

MLA Handbook (7th Edition):

Gomes, Ana Carina Maria Ricardo. “Conceções e práticas dos professores acerca do processo de ensino e aprendizagem dos alunos com DID na área da matemática.” 2016. Web. 17 Jun 2019.

Vancouver:

Gomes ACMR. Conceções e práticas dos professores acerca do processo de ensino e aprendizagem dos alunos com DID na área da matemática. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2016. [cited 2019 Jun 17]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6811.

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

Council of Science Editors:

Gomes ACMR. Conceções e práticas dos professores acerca do processo de ensino e aprendizagem dos alunos com DID na área da matemática. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2016. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6811

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


University of South Carolina

6. Davis, Telesia Evon. Transforming the Culture of the Stem Disciplines: A Multiple Case Study of Successful Strategies for Inclusive Excellence.

Degree: PhD, Educational Leadership and Policies, 2014, University of South Carolina

  In spite of the myriad initiatives promoting diversity and inclusion in science, technology, engineering, and math (STEM) disciplines at colleges and universities across the… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; Change Strategies; Inclusive Excellence; STEM Disciplines; Transformational Change; Underrepresented Students in STEM Disciplines; Women in STEM Disciplines

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

APA (6th Edition):

Davis, T. E. (2014). Transforming the Culture of the Stem Disciplines: A Multiple Case Study of Successful Strategies for Inclusive Excellence. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2816

Chicago Manual of Style (16th Edition):

Davis, Telesia Evon. “Transforming the Culture of the Stem Disciplines: A Multiple Case Study of Successful Strategies for Inclusive Excellence.” 2014. Doctoral Dissertation, University of South Carolina. Accessed June 17, 2019. https://scholarcommons.sc.edu/etd/2816.

MLA Handbook (7th Edition):

Davis, Telesia Evon. “Transforming the Culture of the Stem Disciplines: A Multiple Case Study of Successful Strategies for Inclusive Excellence.” 2014. Web. 17 Jun 2019.

Vancouver:

Davis TE. Transforming the Culture of the Stem Disciplines: A Multiple Case Study of Successful Strategies for Inclusive Excellence. [Internet] [Doctoral dissertation]. University of South Carolina; 2014. [cited 2019 Jun 17]. Available from: https://scholarcommons.sc.edu/etd/2816.

Council of Science Editors:

Davis TE. Transforming the Culture of the Stem Disciplines: A Multiple Case Study of Successful Strategies for Inclusive Excellence. [Doctoral Dissertation]. University of South Carolina; 2014. Available from: https://scholarcommons.sc.edu/etd/2816


Central Connecticut State University

7. 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 (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 17, 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. 17 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 17]. 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


University of Aberdeen

8. 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 17, 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. 17 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 17]. 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 South Africa

9. Visser, Tracey. Personality traits of learners with special education needs : implications in an inclusive education setting.

Degree: 2002, University of South Africa

 An American study used the High School Personality Questionnaire (HSPQ) as a predictive tool when placing learners in special classes. The personality characteristics of these… (more)

Subjects/Keywords: Personality; Learners; Special education needs; Education; Inclusive education; High School Personality Questionnaire; Barriers to learning; Strategies for parents; Strategies for educators; Strategies for the Educational Psychologist

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APA (6th Edition):

Visser, T. (2002). Personality traits of learners with special education needs : implications in an inclusive education setting. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/17822

Chicago Manual of Style (16th Edition):

Visser, Tracey. “Personality traits of learners with special education needs : implications in an inclusive education setting.” 2002. Masters Thesis, University of South Africa. Accessed June 17, 2019. http://hdl.handle.net/10500/17822.

MLA Handbook (7th Edition):

Visser, Tracey. “Personality traits of learners with special education needs : implications in an inclusive education setting.” 2002. Web. 17 Jun 2019.

Vancouver:

Visser T. Personality traits of learners with special education needs : implications in an inclusive education setting. [Internet] [Masters thesis]. University of South Africa; 2002. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10500/17822.

Council of Science Editors:

Visser T. Personality traits of learners with special education needs : implications in an inclusive education setting. [Masters Thesis]. University of South Africa; 2002. Available from: http://hdl.handle.net/10500/17822


Seton Hall University

10. Inzano, Frank J. The Attitudes Of Public Elementary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 1999, Seton Hall University

. Advisors/Committee Members: Anthony J Colella, Adele Macula, Marianne Moy.

Subjects/Keywords: Education; Elementary school principals; Inclusive education; Educational strategies; Educational Administration and Supervision; Elementary Education and Teaching; Other Education

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

APA (6th Edition):

Inzano, F. J. (1999). The Attitudes Of Public Elementary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1500

Chicago Manual of Style (16th Edition):

Inzano, Frank J. “The Attitudes Of Public Elementary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice.” 1999. Doctoral Dissertation, Seton Hall University. Accessed June 17, 2019. http://scholarship.shu.edu/dissertations/1500.

MLA Handbook (7th Edition):

Inzano, Frank J. “The Attitudes Of Public Elementary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice.” 1999. Web. 17 Jun 2019.

Vancouver:

Inzano FJ. The Attitudes Of Public Elementary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2019 Jun 17]. Available from: http://scholarship.shu.edu/dissertations/1500.

Council of Science Editors:

Inzano FJ. The Attitudes Of Public Elementary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: http://scholarship.shu.edu/dissertations/1500


University of Johannesburg

11. Pather, Roashaine. Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand.

Degree: 2012, University of Johannesburg

M.Tech.

In order to be competitive in the global village, most countries in the world have embarked upon the implementation of sound educational systems and… (more)

Subjects/Keywords: Learning strategies - Evaluation.; Educational evaluation.

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APA (6th Edition):

Pather, R. (2012). Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7709

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):

Pather, Roashaine. “Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand.” 2012. Thesis, University of Johannesburg. Accessed June 17, 2019. http://hdl.handle.net/10210/7709.

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

MLA Handbook (7th Edition):

Pather, Roashaine. “Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand.” 2012. Web. 17 Jun 2019.

Vancouver:

Pather R. Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10210/7709.

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

Council of Science Editors:

Pather R. Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7709

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


Syracuse University

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

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 17, 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. 17 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 17]. 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


University of Western Ontario

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

Degree: 2019, University of Western Ontario

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Charles, Evan. “Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time.” 2019. Thesis, University of Western Ontario. Accessed June 17, 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. 17 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 17]. 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

14. Fyssa, Aristea. Συγκριτική αξιολόγηση στρατηγικών - πρακτικών για την προώθηση των εκπαιδευτικών και κοινωνικών διεργασιών ένταξης παιδιών με ειδικές εκπαιδευτικές ανάγκες στο γενικό νηπιαγωγείο: έρευνα πεδίου.

Degree: 2015, University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας

 The present research set out to assess in a comparative way the strategies-practices that early childhood general and special education teachers employ in order to… (more)

Subjects/Keywords: Προσχολική ένταξη; Ποιότητα προσχολικής ένταξης; Παιδιά με ειδικές εκπαιδευτικές ανάγκες ή/και αναπηρία; Εκπαιδευτικές στρατηγικές - πρακτικές ένταξης; Μεικτές (μικτές) μέθοδοι έρευνας; Early childhood inclusion; Quality of early childhood inclusion; Children with special educational needs and disabilities; Inclusive strategies-practices; Mixed methods research

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APA (6th Edition):

Fyssa, A. (2015). Συγκριτική αξιολόγηση στρατηγικών - πρακτικών για την προώθηση των εκπαιδευτικών και κοινωνικών διεργασιών ένταξης παιδιών με ειδικές εκπαιδευτικές ανάγκες στο γενικό νηπιαγωγείο: έρευνα πεδίου. (Thesis). University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας. Retrieved from http://hdl.handle.net/10442/hedi/38776

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):

Fyssa, Aristea. “Συγκριτική αξιολόγηση στρατηγικών - πρακτικών για την προώθηση των εκπαιδευτικών και κοινωνικών διεργασιών ένταξης παιδιών με ειδικές εκπαιδευτικές ανάγκες στο γενικό νηπιαγωγείο: έρευνα πεδίου.” 2015. Thesis, University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας. Accessed June 17, 2019. http://hdl.handle.net/10442/hedi/38776.

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

MLA Handbook (7th Edition):

Fyssa, Aristea. “Συγκριτική αξιολόγηση στρατηγικών - πρακτικών για την προώθηση των εκπαιδευτικών και κοινωνικών διεργασιών ένταξης παιδιών με ειδικές εκπαιδευτικές ανάγκες στο γενικό νηπιαγωγείο: έρευνα πεδίου.” 2015. Web. 17 Jun 2019.

Vancouver:

Fyssa A. Συγκριτική αξιολόγηση στρατηγικών - πρακτικών για την προώθηση των εκπαιδευτικών και κοινωνικών διεργασιών ένταξης παιδιών με ειδικές εκπαιδευτικές ανάγκες στο γενικό νηπιαγωγείο: έρευνα πεδίου. [Internet] [Thesis]. University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10442/hedi/38776.

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

Council of Science Editors:

Fyssa A. Συγκριτική αξιολόγηση στρατηγικών - πρακτικών για την προώθηση των εκπαιδευτικών και κοινωνικών διεργασιών ένταξης παιδιών με ειδικές εκπαιδευτικές ανάγκες στο γενικό νηπιαγωγείο: έρευνα πεδίου. [Thesis]. University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας; 2015. Available from: http://hdl.handle.net/10442/hedi/38776

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


SUNY College at Brockport

15. Schaaf, Jessica. Successful Collaborative and Inclusive Practices.

Degree: MSEd, Education and Human Development, 2004, SUNY College at Brockport

  As teachers, it is our job to educate each and every one of our students. It is important to take into consideration the composition… (more)

Subjects/Keywords: Inclusive education; teacher strategies; special education; instruction strategy; teacher collaboration; Education; Educational Methods; Elementary Education; Special Education and Teaching

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

APA (6th Edition):

Schaaf, J. (2004). Successful Collaborative and Inclusive Practices. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/839

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):

Schaaf, Jessica. “Successful Collaborative and Inclusive Practices.” 2004. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/839.

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

MLA Handbook (7th Edition):

Schaaf, Jessica. “Successful Collaborative and Inclusive Practices.” 2004. Web. 17 Jun 2019.

Vancouver:

Schaaf J. Successful Collaborative and Inclusive Practices. [Internet] [Thesis]. SUNY College at Brockport; 2004. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/839.

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

Council of Science Editors:

Schaaf J. Successful Collaborative and Inclusive Practices. [Thesis]. SUNY College at Brockport; 2004. Available from: https://digitalcommons.brockport.edu/ehd_theses/839

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


University of Toronto

16. Oraegbunem, Annastasia Onyinyechukwuka. Brand Promotion for Educational Leadership Program in Canadian Universities: Its Impact on Students’ Choice in Ontario’s Graduate School.

Degree: 2017, University of Toronto

Abstract Objective: This study investigated the brand promotion for educational leadership program in Canadian universities: its impact on students’ choice in Ontario’s graduate school, with… (more)

Subjects/Keywords: Brand Promotional Strategies; Educational Leadership; Educational Marketing; Graduate Program; Marketing Strategies; Recruiting Strategies; 0449

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APA (6th Edition):

Oraegbunem, A. O. (2017). Brand Promotion for Educational Leadership Program in Canadian Universities: Its Impact on Students’ Choice in Ontario’s Graduate School. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/77873

Chicago Manual of Style (16th Edition):

Oraegbunem, Annastasia Onyinyechukwuka. “Brand Promotion for Educational Leadership Program in Canadian Universities: Its Impact on Students’ Choice in Ontario’s Graduate School.” 2017. Masters Thesis, University of Toronto. Accessed June 17, 2019. http://hdl.handle.net/1807/77873.

MLA Handbook (7th Edition):

Oraegbunem, Annastasia Onyinyechukwuka. “Brand Promotion for Educational Leadership Program in Canadian Universities: Its Impact on Students’ Choice in Ontario’s Graduate School.” 2017. Web. 17 Jun 2019.

Vancouver:

Oraegbunem AO. Brand Promotion for Educational Leadership Program in Canadian Universities: Its Impact on Students’ Choice in Ontario’s Graduate School. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1807/77873.

Council of Science Editors:

Oraegbunem AO. Brand Promotion for Educational Leadership Program in Canadian Universities: Its Impact on Students’ Choice in Ontario’s Graduate School. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77873


Seton Hall University

17. Maricle, Sharon L. Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2001, Seton Hall University

. Advisors/Committee Members: Anthony J. Colella, Adele T. Macula, Walter R. Mahler.

Subjects/Keywords: Education; New Jersey; Secondary school principals; Inclusive education; Educational strategies; Educational Administration and Supervision; Secondary Education and Teaching; Special Education and Teaching

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

APA (6th Edition):

Maricle, S. L. (2001). Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/303

Chicago Manual of Style (16th Edition):

Maricle, Sharon L. “Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice.” 2001. Doctoral Dissertation, Seton Hall University. Accessed June 17, 2019. http://scholarship.shu.edu/dissertations/303.

MLA Handbook (7th Edition):

Maricle, Sharon L. “Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice.” 2001. Web. 17 Jun 2019.

Vancouver:

Maricle SL. Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice. [Internet] [Doctoral dissertation]. Seton Hall University; 2001. [cited 2019 Jun 17]. Available from: http://scholarship.shu.edu/dissertations/303.

Council of Science Editors:

Maricle SL. Attitudes Of New Jersey Public Secondary School Principals Toward Inclusive Education And Educational Strategies Related To Its Practice. [Doctoral Dissertation]. Seton Hall University; 2001. Available from: http://scholarship.shu.edu/dissertations/303


University of Western Ontario

18. Fletcher, Danielle M. A Research-Based Educator's Guide to Auditory Processing Disorder: Does it Improve Teachers' Confidence?.

Degree: 2017, University of Western Ontario

 Auditory processing disorder (APD) occurs in an estimated 5-10% of the population, yet many educators are unaware it even exists, let alone have confidence in… (more)

Subjects/Keywords: Auditory processing disorder; teachers’ confidence; strategies and interventions; inclusive education; universal strategies; learning; Special Education and Teaching

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APA (6th Edition):

Fletcher, D. M. (2017). A Research-Based Educator's Guide to Auditory Processing Disorder: Does it Improve Teachers' Confidence?. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4426

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):

Fletcher, Danielle M. “A Research-Based Educator's Guide to Auditory Processing Disorder: Does it Improve Teachers' Confidence?.” 2017. Thesis, University of Western Ontario. Accessed June 17, 2019. https://ir.lib.uwo.ca/etd/4426.

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

MLA Handbook (7th Edition):

Fletcher, Danielle M. “A Research-Based Educator's Guide to Auditory Processing Disorder: Does it Improve Teachers' Confidence?.” 2017. Web. 17 Jun 2019.

Vancouver:

Fletcher DM. A Research-Based Educator's Guide to Auditory Processing Disorder: Does it Improve Teachers' Confidence?. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2019 Jun 17]. Available from: https://ir.lib.uwo.ca/etd/4426.

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

Council of Science Editors:

Fletcher DM. A Research-Based Educator's Guide to Auditory Processing Disorder: Does it Improve Teachers' Confidence?. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/4426

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


Oregon State University

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

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 17, 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. 17 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 17]. 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


University of the Western Cape

20. Joorst, Rene Hazel. Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape .

Degree: 2010, University of the Western Cape

 The purpose of the study was to investigate the implementation of learning support strategies by Intermediate Phase teachers. The study also determined the factors (enhancing… (more)

Subjects/Keywords: Education; Democracy; Transformation; Inclusive; Policy; School; Support strategies; Learner and learning support; Effectiveness; Intermediate Phase

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

APA (6th Edition):

Joorst, R. H. (2010). Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2604

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):

Joorst, Rene Hazel. “Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape .” 2010. Thesis, University of the Western Cape. Accessed June 17, 2019. http://hdl.handle.net/11394/2604.

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

MLA Handbook (7th Edition):

Joorst, Rene Hazel. “Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape .” 2010. Web. 17 Jun 2019.

Vancouver:

Joorst RH. Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/11394/2604.

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

Council of Science Editors:

Joorst RH. Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2604

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


Washington State University

21. [No author]. GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA .

Degree: 2014, Washington State University

 Although Saudi Arabia has an inclusive classroom for students with learning disabilities (LDs) the general education teachers are not prepared to handle the special needs… (more)

Subjects/Keywords: Special education; Education; Teacher education; Attitude; Inclusive education; Knowledge; Learning disabilities; Strategies; Teachers

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

APA (6th Edition):

author], [. (2014). GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/5428

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

Chicago Manual of Style (16th Edition):

author], [No. “GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA .” 2014. Thesis, Washington State University. Accessed June 17, 2019. http://hdl.handle.net/2376/5428.

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

MLA Handbook (7th Edition):

author], [No. “GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA .” 2014. Web. 17 Jun 2019.

Vancouver:

author] [. GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA . [Internet] [Thesis]. Washington State University; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2376/5428.

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

Council of Science Editors:

author] [. GENERAL EDUCATION TEACHERS' ATTITUDES, KNOWLEDGE, AND STRATEGIES RELATED TO TEACHING STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA . [Thesis]. Washington State University; 2014. Available from: http://hdl.handle.net/2376/5428

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


University of Iowa

22. Labaz, Sarah Marie. Enhancing communicative interaction by training peers of children with autism.

Degree: MA, Speech Pathology and Audiology, 2014, University of Iowa

  The aim of this study was to assess the effectiveness of training preschool-aged children to support the communication of their peers with autism spectrum… (more)

Subjects/Keywords: AAC; autism; communication strategies; inclusive preschool; peer training; Speech Pathology and Audiology

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APA (6th Edition):

Labaz, S. M. (2014). Enhancing communicative interaction by training peers of children with autism. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4673

Chicago Manual of Style (16th Edition):

Labaz, Sarah Marie. “Enhancing communicative interaction by training peers of children with autism.” 2014. Masters Thesis, University of Iowa. Accessed June 17, 2019. https://ir.uiowa.edu/etd/4673.

MLA Handbook (7th Edition):

Labaz, Sarah Marie. “Enhancing communicative interaction by training peers of children with autism.” 2014. Web. 17 Jun 2019.

Vancouver:

Labaz SM. Enhancing communicative interaction by training peers of children with autism. [Internet] [Masters thesis]. University of Iowa; 2014. [cited 2019 Jun 17]. Available from: https://ir.uiowa.edu/etd/4673.

Council of Science Editors:

Labaz SM. Enhancing communicative interaction by training peers of children with autism. [Masters Thesis]. University of Iowa; 2014. Available from: https://ir.uiowa.edu/etd/4673


University of Illinois – Chicago

23. Gherardi, Stacy A. Unfinished Bridges over the Digital Divide: A Case Study in Technology and Inclusive Education.

Degree: 2016, University of Illinois – Chicago

 While advocates for the increased presence of educational technology in schools cite the possibility that technology holds for transforming traditional modes of instruction, assessment, and… (more)

Subjects/Keywords: educational technology; inclusive education; 1:1 program; computers; social justice; sensemaking

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APA (6th Edition):

Gherardi, S. A. (2016). Unfinished Bridges over the Digital Divide: A Case Study in Technology and Inclusive Education. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20973

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):

Gherardi, Stacy A. “Unfinished Bridges over the Digital Divide: A Case Study in Technology and Inclusive Education.” 2016. Thesis, University of Illinois – Chicago. Accessed June 17, 2019. http://hdl.handle.net/10027/20973.

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

MLA Handbook (7th Edition):

Gherardi, Stacy A. “Unfinished Bridges over the Digital Divide: A Case Study in Technology and Inclusive Education.” 2016. Web. 17 Jun 2019.

Vancouver:

Gherardi SA. Unfinished Bridges over the Digital Divide: A Case Study in Technology and Inclusive Education. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10027/20973.

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

Council of Science Editors:

Gherardi SA. Unfinished Bridges over the Digital Divide: A Case Study in Technology and Inclusive Education. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20973

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


University of Pretoria

24. Berger, Michele. The role of the educational psychologist in supporting inclusion at school level.

Degree: Educational Psychology, 2014, University of Pretoria

 The purpose of this study was to explore the role that the educational psychologist can play to support inclusion at school level in South Africa.… (more)

Subjects/Keywords: Barriers to learning; Collaboration; Educational psychologist; Inclusion; Inclusive education; Mainstreaming; UCTD

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APA (6th Edition):

Berger, M. (2014). The role of the educational psychologist in supporting inclusion at school level. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40459

Chicago Manual of Style (16th Edition):

Berger, Michele. “The role of the educational psychologist in supporting inclusion at school level.” 2014. Masters Thesis, University of Pretoria. Accessed June 17, 2019. http://hdl.handle.net/2263/40459.

MLA Handbook (7th Edition):

Berger, Michele. “The role of the educational psychologist in supporting inclusion at school level.” 2014. Web. 17 Jun 2019.

Vancouver:

Berger M. The role of the educational psychologist in supporting inclusion at school level. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2263/40459.

Council of Science Editors:

Berger M. The role of the educational psychologist in supporting inclusion at school level. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40459


University of Pretoria

25. Archer, Karen. How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support.

Degree: Educational Psychology, 2013, University of Pretoria

 The purpose of the study was to explore how mothers experience the support provided by the educational psychologist for their children with ADHD. The conceptual… (more)

Subjects/Keywords: Inclusion; Inclusive education; Attention Deficit Hyperactivity Disorder; Educational psychologist; UCTD

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

APA (6th Edition):

Archer, K. (2013). How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/36807

Chicago Manual of Style (16th Edition):

Archer, Karen. “How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support.” 2013. Masters Thesis, University of Pretoria. Accessed June 17, 2019. http://hdl.handle.net/2263/36807.

MLA Handbook (7th Edition):

Archer, Karen. “How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support.” 2013. Web. 17 Jun 2019.

Vancouver:

Archer K. How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2263/36807.

Council of Science Editors:

Archer K. How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/36807


University of Manchester

26. Figueiredo Alves, Ines. Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal.

Degree: PhD, 2015, University of Manchester

 This thesis is a comparative case-study of how teachers in England and Portugal conceptualise and respond to pupil diversity in the context of individual planning.… (more)

Subjects/Keywords: 371.9; Inclusive Education and Special Educational Needs; Individual Planning; Comparative Education

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

APA (6th Edition):

Figueiredo Alves, I. (2015). Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743

Chicago Manual of Style (16th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal.” 2015. Doctoral Dissertation, University of Manchester. Accessed June 17, 2019. https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743.

MLA Handbook (7th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal.” 2015. Web. 17 Jun 2019.

Vancouver:

Figueiredo Alves I. Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jun 17]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743.

Council of Science Editors:

Figueiredo Alves I. Responding to diversity, constructing difference : a comparative case-study of individual planning in schools in England and Portugal. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/responding-to-diversity-constructing-difference-a-comparative-casestudy-of-individual-planning-in-schools-in-england-and-portugal(1a7dac0c-174d-4fbb-a304-24f5627895b9).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677743


University of Western Ontario

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

Degree: 2016, University of Western Ontario

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Howell, Grace L. “The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education.” 2016. Thesis, University of Western Ontario. Accessed June 17, 2019. https://ir.lib.uwo.ca/etd/3822.

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

MLA Handbook (7th Edition):

Howell, Grace L. “The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education.” 2016. Web. 17 Jun 2019.

Vancouver:

Howell GL. The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Jun 17]. Available from: https://ir.lib.uwo.ca/etd/3822.

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

Council of Science Editors:

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

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


University of Western Ontario

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

Degree: 2018, University of Western Ontario

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Partridge, Erica J. “Empathy in Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’s Academic Writing Skills.” 2018. Thesis, University of Western Ontario. Accessed June 17, 2019. https://ir.lib.uwo.ca/etd/5275.

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

MLA Handbook (7th Edition):

Partridge, Erica J. “Empathy in Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’s Academic Writing Skills.” 2018. Web. 17 Jun 2019.

Vancouver:

Partridge EJ. Empathy in Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’s Academic Writing Skills. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2019 Jun 17]. Available from: https://ir.lib.uwo.ca/etd/5275.

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

Council of Science Editors:

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

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


University of Manchester

29. Figueiredo Alves, Ines. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.

Degree: 2015, University of Manchester

 This thesis is a comparative case-study of how teachers in England and Portugal conceptualise and respond to pupil diversity in the context of individual planning.… (more)

Subjects/Keywords: Inclusive Education and Special Educational Needs; Individual Planning; Comparative Education

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

APA (6th Edition):

Figueiredo Alves, I. (2015). Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059

Chicago Manual of Style (16th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.” 2015. Doctoral Dissertation, University of Manchester. Accessed June 17, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059.

MLA Handbook (7th Edition):

Figueiredo Alves, Ines. “Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal.” 2015. Web. 17 Jun 2019.

Vancouver:

Figueiredo Alves I. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jun 17]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059.

Council of Science Editors:

Figueiredo Alves I. Responding to diversity, constructing difference: A comparative case-study of individual planning in schools in England and Portugal. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:262059


Queensland University of Technology

30. Chhetri, Kishore Kumar. Investigating teachers' concerns and experiences in teaching children with special educational needs in Bhutan.

Degree: 2015, Queensland University of Technology

 This study investigated Bhutanese teachers' concerns and experiences in teaching children with Special Educational Needs in both inclusive and special schools. A mixed method design,… (more)

Subjects/Keywords: Inclusive education; Special educational needs; Mixed methods; Professional development; Bhutan

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

APA (6th Edition):

Chhetri, K. K. (2015). Investigating teachers' concerns and experiences in teaching children with special educational needs in Bhutan. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/84747/

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):

Chhetri, Kishore Kumar. “Investigating teachers' concerns and experiences in teaching children with special educational needs in Bhutan.” 2015. Thesis, Queensland University of Technology. Accessed June 17, 2019. https://eprints.qut.edu.au/84747/.

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

MLA Handbook (7th Edition):

Chhetri, Kishore Kumar. “Investigating teachers' concerns and experiences in teaching children with special educational needs in Bhutan.” 2015. Web. 17 Jun 2019.

Vancouver:

Chhetri KK. Investigating teachers' concerns and experiences in teaching children with special educational needs in Bhutan. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2019 Jun 17]. Available from: https://eprints.qut.edu.au/84747/.

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

Council of Science Editors:

Chhetri KK. Investigating teachers' concerns and experiences in teaching children with special educational needs in Bhutan. [Thesis]. Queensland University of Technology; 2015. Available from: https://eprints.qut.edu.au/84747/

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

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