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You searched for subject:(Inclusive education). Showing records 1 – 30 of 37 total matches.

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Macquarie University

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

Degree: 2018, Macquarie University

Empirical thesis.

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

Bibliography: pages 201-220.

Chapter 1. Introduction  – Chapter… (more)

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kielblock, Stephan. “Inclusive education for all: development of an instrument to measure the teachers' attitudes.” 2018. Doctoral Dissertation, Macquarie University. Accessed June 15, 2019. http://hdl.handle.net/1959.14/1265466.

MLA Handbook (7th Edition):

Kielblock, Stephan. “Inclusive education for all: development of an instrument to measure the teachers' attitudes.” 2018. Web. 15 Jun 2019.

Vancouver:

Kielblock S. Inclusive education for all: development of an instrument to measure the teachers' attitudes. [Internet] [Doctoral dissertation]. Macquarie University; 2018. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1959.14/1265466.

Council of Science Editors:

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


University of Newcastle

2. 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 Technology, Sydney

3. Yeung, See-Wai Alison. Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities.

Degree: 2009, University of Technology, Sydney

 The thesis investigates how one local mainstream primary school in Hong Kong is making multicultural education possible. Learner and learning diversity is an increasingly complex… (more)

Subjects/Keywords: Multicultural education.; Primary schools.; Hong Kong.; Inclusive education.

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APA (6th Edition):

Yeung, S. A. (2009). Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/20416

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):

Yeung, See-Wai Alison. “Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities.” 2009. Thesis, University of Technology, Sydney. Accessed June 15, 2019. http://hdl.handle.net/10453/20416.

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

MLA Handbook (7th Edition):

Yeung, See-Wai Alison. “Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities.” 2009. Web. 15 Jun 2019.

Vancouver:

Yeung SA. Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities. [Internet] [Thesis]. University of Technology, Sydney; 2009. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10453/20416.

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

Council of Science Editors:

Yeung SA. Multiculltural education in Hong Kong primary schools : promoting equitable learning opportunities. [Thesis]. University of Technology, Sydney; 2009. Available from: http://hdl.handle.net/10453/20416

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


University of Technology, Sydney

4. Mouhanna, LA. Arabic- background Muslim students in state schools : an inclusive multicultural education perspective.

Degree: 2014, University of Technology, Sydney

 The study investigates the education of Australian Arabic speaking background (ASB) Muslim females. While there has been considerable (usually negative) focus in recent years on… (more)

Subjects/Keywords: Multicultural education.; Inclusive education.; Muslim students.; Arab students.; Muslim women.; Education.; Australia.

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

APA (6th Edition):

Mouhanna, L. (2014). Arabic- background Muslim students in state schools : an inclusive multicultural education perspective. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/29248

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):

Mouhanna, LA. “Arabic- background Muslim students in state schools : an inclusive multicultural education perspective.” 2014. Thesis, University of Technology, Sydney. Accessed June 15, 2019. http://hdl.handle.net/10453/29248.

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

MLA Handbook (7th Edition):

Mouhanna, LA. “Arabic- background Muslim students in state schools : an inclusive multicultural education perspective.” 2014. Web. 15 Jun 2019.

Vancouver:

Mouhanna L. Arabic- background Muslim students in state schools : an inclusive multicultural education perspective. [Internet] [Thesis]. University of Technology, Sydney; 2014. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10453/29248.

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

Council of Science Editors:

Mouhanna L. Arabic- background Muslim students in state schools : an inclusive multicultural education perspective. [Thesis]. University of Technology, Sydney; 2014. Available from: http://hdl.handle.net/10453/29248

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


University of Melbourne

5. MUKHERJEE, MOUSUMI. Inclusive education and school reform in postcolonial India.

Degree: 2015, University of Melbourne

 Over the past two decades, a converging discourse has emerged around the world concerning the importance of socially inclusive education. In India, the idea of… (more)

Subjects/Keywords: inclusive education; equity; democratic school reform; girls’ education; missionary education; postcolonial theory; globalization; development

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

APA (6th Edition):

MUKHERJEE, M. (2015). Inclusive education and school reform in postcolonial India. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/55426

Chicago Manual of Style (16th Edition):

MUKHERJEE, MOUSUMI. “Inclusive education and school reform in postcolonial India.” 2015. Doctoral Dissertation, University of Melbourne. Accessed June 15, 2019. http://hdl.handle.net/11343/55426.

MLA Handbook (7th Edition):

MUKHERJEE, MOUSUMI. “Inclusive education and school reform in postcolonial India.” 2015. Web. 15 Jun 2019.

Vancouver:

MUKHERJEE M. Inclusive education and school reform in postcolonial India. [Internet] [Doctoral dissertation]. University of Melbourne; 2015. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/11343/55426.

Council of Science Editors:

MUKHERJEE M. Inclusive education and school reform in postcolonial India. [Doctoral Dissertation]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/55426


University of Sydney

6. Andriana, Elga. Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia .

Degree: 2017, University of Sydney

 Student diversity in Indonesian mainstream public schools has undergone changes since the introduction of the regulation of Inclusive Education for Students with Special Needs and… (more)

Subjects/Keywords: inclusive education; inclusion; student voice; visual methods; disability; Indonesia

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

APA (6th Edition):

Andriana, E. (2017). Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18273

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):

Andriana, Elga. “Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia .” 2017. Thesis, University of Sydney. Accessed June 15, 2019. http://hdl.handle.net/2123/18273.

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

MLA Handbook (7th Edition):

Andriana, Elga. “Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia .” 2017. Web. 15 Jun 2019.

Vancouver:

Andriana E. Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia . [Internet] [Thesis]. University of Sydney; 2017. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/2123/18273.

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

Council of Science Editors:

Andriana E. Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/18273

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


Queensland University of Technology

7. Bourke, Patricia E. The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study.

Degree: 2008, Queensland University of Technology

 Schools in Queensland, Australia, are undergoing inclusive education reform, following the report of the Ministerial Taskforce on Inclusive Education (Students with Disabilities) in 2004. The… (more)

Subjects/Keywords: inclusive education; teacher aides; support for students; professional development; collaborative teaming

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APA (6th Edition):

Bourke, P. E. (2008). The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/25910/

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):

Bourke, Patricia E. “The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study.” 2008. Thesis, Queensland University of Technology. Accessed June 15, 2019. https://eprints.qut.edu.au/25910/.

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

MLA Handbook (7th Edition):

Bourke, Patricia E. “The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study.” 2008. Web. 15 Jun 2019.

Vancouver:

Bourke PE. The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study. [Internet] [Thesis]. Queensland University of Technology; 2008. [cited 2019 Jun 15]. Available from: https://eprints.qut.edu.au/25910/.

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

Council of Science Editors:

Bourke PE. The experiences of teacher aides who support students with disabilities and learning difficulties : a phenomenological study. [Thesis]. Queensland University of Technology; 2008. Available from: https://eprints.qut.edu.au/25910/

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


Queensland University of Technology

8. 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 15, 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. 15 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 15]. 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


University of Newcastle

9. Watson, Karen Therese. Interrogating the discursive constitution of the ‘normal’ in ‘inclusive’ early childhood education.

Degree: PhD, 2015, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Research within the field of ‘inclusion’ in early childhood education is often explored within the positivist paradigm where… (more)

Subjects/Keywords: inclusive/exclusive practices; normal; early childhood education; poststructural theory

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APA (6th Edition):

Watson, K. T. (2015). Interrogating the discursive constitution of the ‘normal’ in ‘inclusive’ early childhood education. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1295881

Chicago Manual of Style (16th Edition):

Watson, Karen Therese. “Interrogating the discursive constitution of the ‘normal’ in ‘inclusive’ early childhood education.” 2015. Doctoral Dissertation, University of Newcastle. Accessed June 15, 2019. http://hdl.handle.net/1959.13/1295881.

MLA Handbook (7th Edition):

Watson, Karen Therese. “Interrogating the discursive constitution of the ‘normal’ in ‘inclusive’ early childhood education.” 2015. Web. 15 Jun 2019.

Vancouver:

Watson KT. Interrogating the discursive constitution of the ‘normal’ in ‘inclusive’ early childhood education. [Internet] [Doctoral dissertation]. University of Newcastle; 2015. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1959.13/1295881.

Council of Science Editors:

Watson KT. Interrogating the discursive constitution of the ‘normal’ in ‘inclusive’ early childhood education. [Doctoral Dissertation]. University of Newcastle; 2015. Available from: http://hdl.handle.net/1959.13/1295881


University of Newcastle

10. Gentle, Frances Irene. Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste.

Degree: PhD, 2012, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

A great deal of research indicates that over 100 million children worldwide are marginalised from education, including about… (more)

Subjects/Keywords: inclusive education; disability; Papua New Guinea; Timor Leste; children

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APA (6th Edition):

Gentle, F. I. (2012). Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/930750

Chicago Manual of Style (16th Edition):

Gentle, Frances Irene. “Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste.” 2012. Doctoral Dissertation, University of Newcastle. Accessed June 15, 2019. http://hdl.handle.net/1959.13/930750.

MLA Handbook (7th Edition):

Gentle, Frances Irene. “Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste.” 2012. Web. 15 Jun 2019.

Vancouver:

Gentle FI. Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste. [Internet] [Doctoral dissertation]. University of Newcastle; 2012. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1959.13/930750.

Council of Science Editors:

Gentle FI. Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste. [Doctoral Dissertation]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/930750


Macquarie University

11. Chong, Pei Wen. Discourses, decisions, designs: an international comparative analysis of "special" educational policy making in New South Wales, Scotland, Finland and Malaysia.

Degree: 2013, Macquarie University

"A thesis submitted to Macquarie University and University of Edinburgh in fulfilment of the requirements for the degree of Doctor of Philosophy"

"16 January 2013"… (more)

Subjects/Keywords: Education and state; Education policy in practice; Educational policy, planning, and theory; discourses; inclusive education; international comparison; special education; neoliberalism

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APA (6th Edition):

Chong, P. W. (2013). Discourses, decisions, designs: an international comparative analysis of "special" educational policy making in New South Wales, Scotland, Finland and Malaysia. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/305825

Chicago Manual of Style (16th Edition):

Chong, Pei Wen. “Discourses, decisions, designs: an international comparative analysis of "special" educational policy making in New South Wales, Scotland, Finland and Malaysia.” 2013. Doctoral Dissertation, Macquarie University. Accessed June 15, 2019. http://hdl.handle.net/1959.14/305825.

MLA Handbook (7th Edition):

Chong, Pei Wen. “Discourses, decisions, designs: an international comparative analysis of "special" educational policy making in New South Wales, Scotland, Finland and Malaysia.” 2013. Web. 15 Jun 2019.

Vancouver:

Chong PW. Discourses, decisions, designs: an international comparative analysis of "special" educational policy making in New South Wales, Scotland, Finland and Malaysia. [Internet] [Doctoral dissertation]. Macquarie University; 2013. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1959.14/305825.

Council of Science Editors:

Chong PW. Discourses, decisions, designs: an international comparative analysis of "special" educational policy making in New South Wales, Scotland, Finland and Malaysia. [Doctoral Dissertation]. Macquarie University; 2013. Available from: http://hdl.handle.net/1959.14/305825


Queensland University of Technology

12. Gallagher, Jeanine E. Understanding curriculum planning practices that promote equity and excellence for students with disability.

Degree: 2016, Queensland University of Technology

 This thesis analyses how primary teachers plan from the Australian Curriculum for students with disabilities as part of their curriculum planning to achieve equity and… (more)

Subjects/Keywords: Students with disability; Institutional ethnography; Inclusive education; Equity and excellence; Curriculum planning

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

APA (6th Edition):

Gallagher, J. E. (2016). Understanding curriculum planning practices that promote equity and excellence for students with disability. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/94843/

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):

Gallagher, Jeanine E. “Understanding curriculum planning practices that promote equity and excellence for students with disability.” 2016. Thesis, Queensland University of Technology. Accessed June 15, 2019. http://eprints.qut.edu.au/94843/.

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

MLA Handbook (7th Edition):

Gallagher, Jeanine E. “Understanding curriculum planning practices that promote equity and excellence for students with disability.” 2016. Web. 15 Jun 2019.

Vancouver:

Gallagher JE. Understanding curriculum planning practices that promote equity and excellence for students with disability. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2019 Jun 15]. Available from: http://eprints.qut.edu.au/94843/.

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

Council of Science Editors:

Gallagher JE. Understanding curriculum planning practices that promote equity and excellence for students with disability. [Thesis]. Queensland University of Technology; 2016. Available from: http://eprints.qut.edu.au/94843/

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


Queensland University of Technology

13. Duke, Jennifer Kay. Powering a curriculum for all : a critical ethnographic study of inclusive education.

Degree: 2014, Queensland University of Technology

 This project makes a contribution to knowledge about the successful leadership practices that enhance education for young people with a disability in a Queensland Secondary… (more)

Subjects/Keywords: Inclusive education; leadership; disability; critical ethnography; cultural circuits model; pragmatic horizon analysis; curriculum

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

APA (6th Edition):

Duke, J. K. (2014). Powering a curriculum for all : a critical ethnographic study of inclusive education. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/75651/

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):

Duke, Jennifer Kay. “Powering a curriculum for all : a critical ethnographic study of inclusive education.” 2014. Thesis, Queensland University of Technology. Accessed June 15, 2019. https://eprints.qut.edu.au/75651/.

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

MLA Handbook (7th Edition):

Duke, Jennifer Kay. “Powering a curriculum for all : a critical ethnographic study of inclusive education.” 2014. Web. 15 Jun 2019.

Vancouver:

Duke JK. Powering a curriculum for all : a critical ethnographic study of inclusive education. [Internet] [Thesis]. Queensland University of Technology; 2014. [cited 2019 Jun 15]. Available from: https://eprints.qut.edu.au/75651/.

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

Council of Science Editors:

Duke JK. Powering a curriculum for all : a critical ethnographic study of inclusive education. [Thesis]. Queensland University of Technology; 2014. Available from: https://eprints.qut.edu.au/75651/

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


Curtin University of Technology

14. Bridge, Douglas James. Developing understandings of 'inclusion' and 'inclusive schooling' .

Degree: 2002, Curtin University of Technology

 This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative… (more)

Subjects/Keywords: special education; interpreting discourse; inclusive classrooms

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APA (6th Edition):

Bridge, D. J. (2002). Developing understandings of 'inclusion' and 'inclusive schooling' . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1968

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):

Bridge, Douglas James. “Developing understandings of 'inclusion' and 'inclusive schooling' .” 2002. Thesis, Curtin University of Technology. Accessed June 15, 2019. http://hdl.handle.net/20.500.11937/1968.

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

MLA Handbook (7th Edition):

Bridge, Douglas James. “Developing understandings of 'inclusion' and 'inclusive schooling' .” 2002. Web. 15 Jun 2019.

Vancouver:

Bridge DJ. Developing understandings of 'inclusion' and 'inclusive schooling' . [Internet] [Thesis]. Curtin University of Technology; 2002. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/20.500.11937/1968.

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

Council of Science Editors:

Bridge DJ. Developing understandings of 'inclusion' and 'inclusive schooling' . [Thesis]. Curtin University of Technology; 2002. Available from: http://hdl.handle.net/20.500.11937/1968

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


University of Western Sydney

15. Collett, Diana. ‘Everyone at every rank matters’ : inclusive intercultural communication in higher education.

Degree: 2015, University of Western Sydney

 This portfolio is submitted in the context of a professional doctorate degree in Cultural Research. It comprises three work-based research projects serving both organisational interests… (more)

Subjects/Keywords: education, higher; international education; students, foreign; inclusive education; intercultural communication; cultural competence; Australia; Thesis (D.C.R.) – University of Western Sydney, 2015

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

APA (6th Edition):

Collett, D. (2015). ‘Everyone at every rank matters’ : inclusive intercultural communication in higher education. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:33426

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):

Collett, Diana. “‘Everyone at every rank matters’ : inclusive intercultural communication in higher education.” 2015. Thesis, University of Western Sydney. Accessed June 15, 2019. http://hdl.handle.net/1959.7/uws:33426.

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

MLA Handbook (7th Edition):

Collett, Diana. “‘Everyone at every rank matters’ : inclusive intercultural communication in higher education.” 2015. Web. 15 Jun 2019.

Vancouver:

Collett D. ‘Everyone at every rank matters’ : inclusive intercultural communication in higher education. [Internet] [Thesis]. University of Western Sydney; 2015. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1959.7/uws:33426.

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

Council of Science Editors:

Collett D. ‘Everyone at every rank matters’ : inclusive intercultural communication in higher education. [Thesis]. University of Western Sydney; 2015. Available from: http://hdl.handle.net/1959.7/uws:33426

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


University of Western Sydney

16. Walker, Nolene. Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching.

Degree: 2017, University of Western Sydney

 Over the last three decades the practice of including students with additional needs and disabilities in regular classes has gained momentum and is now contemporary… (more)

Subjects/Keywords: student teachers; teachers, training of; inclusive education; special education; children with disabilities; education; Australia; Thesis (Ph.D.) – Western Sydney University, 2017

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

APA (6th Edition):

Walker, N. (2017). Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:47834

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):

Walker, Nolene. “Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching.” 2017. Thesis, University of Western Sydney. Accessed June 15, 2019. http://hdl.handle.net/1959.7/uws:47834.

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

MLA Handbook (7th Edition):

Walker, Nolene. “Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching.” 2017. Web. 15 Jun 2019.

Vancouver:

Walker N. Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching. [Internet] [Thesis]. University of Western Sydney; 2017. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1959.7/uws:47834.

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

Council of Science Editors:

Walker N. Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching. [Thesis]. University of Western Sydney; 2017. Available from: http://hdl.handle.net/1959.7/uws:47834

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


University of Western Sydney

17. Collett, Diana. 'Everyone at every rank matters' : inclusive intercultural communication in higher education.

Degree: 2015, University of Western Sydney

 This portfolio is submitted in the context of a professional doctorate degree in Cultural Research. It comprises three work-based research projects serving both organisational interests… (more)

Subjects/Keywords: education, higher; international education; students, foreign; inclusive education; intercultural communication; cultural competence; Australia; Thesis (D.C.R.) – University of Western Sydney, 2015

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

APA (6th Edition):

Collett, D. (2015). 'Everyone at every rank matters' : inclusive intercultural communication in higher education. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/uws:33426

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):

Collett, Diana. “'Everyone at every rank matters' : inclusive intercultural communication in higher education.” 2015. Thesis, University of Western Sydney. Accessed June 15, 2019. http://handle.uws.edu.au:8081/1959.7/uws:33426.

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

MLA Handbook (7th Edition):

Collett, Diana. “'Everyone at every rank matters' : inclusive intercultural communication in higher education.” 2015. Web. 15 Jun 2019.

Vancouver:

Collett D. 'Everyone at every rank matters' : inclusive intercultural communication in higher education. [Internet] [Thesis]. University of Western Sydney; 2015. [cited 2019 Jun 15]. Available from: http://handle.uws.edu.au:8081/1959.7/uws:33426.

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

Council of Science Editors:

Collett D. 'Everyone at every rank matters' : inclusive intercultural communication in higher education. [Thesis]. University of Western Sydney; 2015. Available from: http://handle.uws.edu.au:8081/1959.7/uws:33426

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


University of Melbourne

18. CALLINGHAM, MARGARET. A learning community in teacher education: from behaviour management to cultural work.

Degree: 2012, University of Melbourne

 This study explores understandings of pre-service teachers who participated in an informal learning community. The learning community formed the basis of this case study. As… (more)

Subjects/Keywords: teacher education; learning community; behaviour management; cultural work; pre-service teachers; social constructivist theory; inclusive education; diversity

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APA (6th Edition):

CALLINGHAM, M. (2012). A learning community in teacher education: from behaviour management to cultural work. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37244

Chicago Manual of Style (16th Edition):

CALLINGHAM, MARGARET. “A learning community in teacher education: from behaviour management to cultural work.” 2012. Masters Thesis, University of Melbourne. Accessed June 15, 2019. http://hdl.handle.net/11343/37244.

MLA Handbook (7th Edition):

CALLINGHAM, MARGARET. “A learning community in teacher education: from behaviour management to cultural work.” 2012. Web. 15 Jun 2019.

Vancouver:

CALLINGHAM M. A learning community in teacher education: from behaviour management to cultural work. [Internet] [Masters thesis]. University of Melbourne; 2012. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/11343/37244.

Council of Science Editors:

CALLINGHAM M. A learning community in teacher education: from behaviour management to cultural work. [Masters Thesis]. University of Melbourne; 2012. Available from: http://hdl.handle.net/11343/37244


Queensland University of Technology

19. McKay, Loraine McLellan. Transforming perceptions and responses to student difference : the journey of seven beginning teachers.

Degree: 2013, Queensland University of Technology

 Drawing on critical social theory and transformative learning, this study investigates the sociocultural factors that enable a move away from the deficit model of learning.… (more)

Subjects/Keywords: inclusive education; critical reflection; preservice teacher; beginning teacher; rhizomatic transformational learning; critical pedagogy; learning difficulties; critical social theory

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

APA (6th Edition):

McKay, L. M. (2013). Transforming perceptions and responses to student difference : the journey of seven beginning teachers. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/62442/

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):

McKay, Loraine McLellan. “Transforming perceptions and responses to student difference : the journey of seven beginning teachers.” 2013. Thesis, Queensland University of Technology. Accessed June 15, 2019. https://eprints.qut.edu.au/62442/.

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

MLA Handbook (7th Edition):

McKay, Loraine McLellan. “Transforming perceptions and responses to student difference : the journey of seven beginning teachers.” 2013. Web. 15 Jun 2019.

Vancouver:

McKay LM. Transforming perceptions and responses to student difference : the journey of seven beginning teachers. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2019 Jun 15]. Available from: https://eprints.qut.edu.au/62442/.

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

Council of Science Editors:

McKay LM. Transforming perceptions and responses to student difference : the journey of seven beginning teachers. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/62442/

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


Queensland University of Technology

20. McFadden, Amanda T. The experiences of teachers teaching children with Down syndrome in the early years of schooling.

Degree: 2014, Queensland University of Technology

 This innovative collective case study research documented teachers' experiences of teaching children with Down syndrome in the early years of schooling in Australia. Results indicated… (more)

Subjects/Keywords: Down syndrome; teachers; early years of schooling; inclusive education; diversity; constructivism; social constructivism; collective case study; mind mapping; teachers' stories

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

APA (6th Edition):

McFadden, A. T. (2014). The experiences of teachers teaching children with Down syndrome in the early years of schooling. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/72559/

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):

McFadden, Amanda T. “The experiences of teachers teaching children with Down syndrome in the early years of schooling.” 2014. Thesis, Queensland University of Technology. Accessed June 15, 2019. https://eprints.qut.edu.au/72559/.

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

MLA Handbook (7th Edition):

McFadden, Amanda T. “The experiences of teachers teaching children with Down syndrome in the early years of schooling.” 2014. Web. 15 Jun 2019.

Vancouver:

McFadden AT. The experiences of teachers teaching children with Down syndrome in the early years of schooling. [Internet] [Thesis]. Queensland University of Technology; 2014. [cited 2019 Jun 15]. Available from: https://eprints.qut.edu.au/72559/.

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

Council of Science Editors:

McFadden AT. The experiences of teachers teaching children with Down syndrome in the early years of schooling. [Thesis]. Queensland University of Technology; 2014. Available from: https://eprints.qut.edu.au/72559/

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


Curtin University of Technology

21. Luitel, Bal Chandra. Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry .

Degree: 2009, Curtin University of Technology

 This thesis portrays my multifaceted and emergent inquiry into the protracted problem of culturally decontextualised mathematics education faced by students of Nepal, a culturally diverse… (more)

Subjects/Keywords: inclusive vision logics; reflexivity; disempowering reductionisms; perspectival language; research questions; hegemony; culturally decontextualised mathematics education; logics; dualisms; Nepal

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APA (6th Edition):

Luitel, B. C. (2009). Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/682

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):

Luitel, Bal Chandra. “Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry .” 2009. Thesis, Curtin University of Technology. Accessed June 15, 2019. http://hdl.handle.net/20.500.11937/682.

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

MLA Handbook (7th Edition):

Luitel, Bal Chandra. “Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry .” 2009. Web. 15 Jun 2019.

Vancouver:

Luitel BC. Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry . [Internet] [Thesis]. Curtin University of Technology; 2009. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/20.500.11937/682.

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

Council of Science Editors:

Luitel BC. Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry . [Thesis]. Curtin University of Technology; 2009. Available from: http://hdl.handle.net/20.500.11937/682

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


Curtin University of Technology

22. Parker, Lesley Hannah. The gender code of school science .

Degree: 1994, Curtin University of Technology

 This study focused on the relationship between gender and science.The position taken was that this relationship is in need of theoretically informed clarification, from a… (more)

Subjects/Keywords: gender-inclusive science; gender coding; science education

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APA (6th Edition):

Parker, L. H. (1994). The gender code of school science . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1280

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):

Parker, Lesley Hannah. “The gender code of school science .” 1994. Thesis, Curtin University of Technology. Accessed June 15, 2019. http://hdl.handle.net/20.500.11937/1280.

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

MLA Handbook (7th Edition):

Parker, Lesley Hannah. “The gender code of school science .” 1994. Web. 15 Jun 2019.

Vancouver:

Parker LH. The gender code of school science . [Internet] [Thesis]. Curtin University of Technology; 1994. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/20.500.11937/1280.

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

Council of Science Editors:

Parker LH. The gender code of school science . [Thesis]. Curtin University of Technology; 1994. Available from: http://hdl.handle.net/20.500.11937/1280

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


Deakin University

23. Whitburn, Benjamin. Critical engagement with insider accounts of inclusive schooling.

Degree: School of Education, 2014, Deakin University

 Engaging critically with insider accounts of inclusive schooling, the thesis provides an opportunity to understand the entangled, multiple, and often contradictory discourses that comprise day-to-day… (more)

Subjects/Keywords: inclusive schooling; young people with impairments; disability studies in education; vision impairment; physical impairment; developmental impairment; sensory impairment; intellectual impairment

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

APA (6th Edition):

Whitburn, B. (2014). Critical engagement with insider accounts of inclusive schooling. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30073248

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):

Whitburn, Benjamin. “Critical engagement with insider accounts of inclusive schooling.” 2014. Thesis, Deakin University. Accessed June 15, 2019. http://hdl.handle.net/10536/DRO/DU:30073248.

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

MLA Handbook (7th Edition):

Whitburn, Benjamin. “Critical engagement with insider accounts of inclusive schooling.” 2014. Web. 15 Jun 2019.

Vancouver:

Whitburn B. Critical engagement with insider accounts of inclusive schooling. [Internet] [Thesis]. Deakin University; 2014. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10536/DRO/DU:30073248.

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

Council of Science Editors:

Whitburn B. Critical engagement with insider accounts of inclusive schooling. [Thesis]. Deakin University; 2014. Available from: http://hdl.handle.net/10536/DRO/DU:30073248

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


University of Tasmania

24. Robinson, MJ. Factors affecting peer acceptance of children with disabilities in regular schools.

Degree: 2004, University of Tasmania

 One of the major changes in education in recent decades has been the shift away from segregated school settings, to including children with disabilities in… (more)

Subjects/Keywords: School integration; Children with disabilities; Mainstreaming in education; Inclusive education

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APA (6th Edition):

Robinson, M. (2004). Factors affecting peer acceptance of children with disabilities in regular schools. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21421/1/whole_RobinsonMeeganJane2004_thesis.pdf

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):

Robinson, MJ. “Factors affecting peer acceptance of children with disabilities in regular schools.” 2004. Thesis, University of Tasmania. Accessed June 15, 2019. https://eprints.utas.edu.au/21421/1/whole_RobinsonMeeganJane2004_thesis.pdf.

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

MLA Handbook (7th Edition):

Robinson, MJ. “Factors affecting peer acceptance of children with disabilities in regular schools.” 2004. Web. 15 Jun 2019.

Vancouver:

Robinson M. Factors affecting peer acceptance of children with disabilities in regular schools. [Internet] [Thesis]. University of Tasmania; 2004. [cited 2019 Jun 15]. Available from: https://eprints.utas.edu.au/21421/1/whole_RobinsonMeeganJane2004_thesis.pdf.

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

Council of Science Editors:

Robinson M. Factors affecting peer acceptance of children with disabilities in regular schools. [Thesis]. University of Tasmania; 2004. Available from: https://eprints.utas.edu.au/21421/1/whole_RobinsonMeeganJane2004_thesis.pdf

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


Queensland University of Technology

25. Ashton-Hay, Sally Ann. Interactive peer-based learning in a comparative case study : what do students gain?.

Degree: 2011, Queensland University of Technology

 As English increasingly becomes one of the most commonly spoken languages in the world today for a variety of economic, social and cultural reasons, education(more)

Subjects/Keywords: communicative language teaching; English as a second language (ESL); English as a foreign language (EFL); higher education; inclusive education; international students; peer-based learning

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APA (6th Edition):

Ashton-Hay, S. A. (2011). Interactive peer-based learning in a comparative case study : what do students gain?. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/46111/

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):

Ashton-Hay, Sally Ann. “Interactive peer-based learning in a comparative case study : what do students gain?.” 2011. Thesis, Queensland University of Technology. Accessed June 15, 2019. https://eprints.qut.edu.au/46111/.

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

MLA Handbook (7th Edition):

Ashton-Hay, Sally Ann. “Interactive peer-based learning in a comparative case study : what do students gain?.” 2011. Web. 15 Jun 2019.

Vancouver:

Ashton-Hay SA. Interactive peer-based learning in a comparative case study : what do students gain?. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2019 Jun 15]. Available from: https://eprints.qut.edu.au/46111/.

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

Council of Science Editors:

Ashton-Hay SA. Interactive peer-based learning in a comparative case study : what do students gain?. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/46111/

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


Deakin University

26. Moss, Julianne. Inclusive schooling : contexts, texts and politics.

Degree: 1999, Deakin University

 The title ‘Inclusive schooling: contexts, texts and politics’, names a thesis which critically analyses the development of inclusive schooling in the small Australian Island state… (more)

Subjects/Keywords: Diabetes - Patients - Attitudes - Australia; Students with disabilities - Education - Tasmania; Inclusive education - Tasmania

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APA (6th Edition):

Moss, J. (1999). Inclusive schooling : contexts, texts and politics. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30023502

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):

Moss, Julianne. “Inclusive schooling : contexts, texts and politics.” 1999. Thesis, Deakin University. Accessed June 15, 2019. http://hdl.handle.net/10536/DRO/DU:30023502.

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

MLA Handbook (7th Edition):

Moss, Julianne. “Inclusive schooling : contexts, texts and politics.” 1999. Web. 15 Jun 2019.

Vancouver:

Moss J. Inclusive schooling : contexts, texts and politics. [Internet] [Thesis]. Deakin University; 1999. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10536/DRO/DU:30023502.

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

Council of Science Editors:

Moss J. Inclusive schooling : contexts, texts and politics. [Thesis]. Deakin University; 1999. Available from: http://hdl.handle.net/10536/DRO/DU:30023502

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


University of Western Sydney

27. Kortman, Wendy. Teachers as policy actors : an exploration of teacher actions to negotiate the policy demands of inclusive education.

Degree: 2008, University of Western Sydney

 While recognising the complexity of inclusive educational policy for teachers, this thesis argues that a constructive approach for future action may be accomplished by drawing… (more)

Subjects/Keywords: Doctor of Philosophy (PhD); inclusive education; students with disabilities; education; teachers; attitudes; Victoria

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APA (6th Edition):

Kortman, W. (2008). Teachers as policy actors : an exploration of teacher actions to negotiate the policy demands of inclusive education. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/37127

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):

Kortman, Wendy. “Teachers as policy actors : an exploration of teacher actions to negotiate the policy demands of inclusive education.” 2008. Thesis, University of Western Sydney. Accessed June 15, 2019. http://handle.uws.edu.au:8081/1959.7/37127.

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

MLA Handbook (7th Edition):

Kortman, Wendy. “Teachers as policy actors : an exploration of teacher actions to negotiate the policy demands of inclusive education.” 2008. Web. 15 Jun 2019.

Vancouver:

Kortman W. Teachers as policy actors : an exploration of teacher actions to negotiate the policy demands of inclusive education. [Internet] [Thesis]. University of Western Sydney; 2008. [cited 2019 Jun 15]. Available from: http://handle.uws.edu.au:8081/1959.7/37127.

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

Council of Science Editors:

Kortman W. Teachers as policy actors : an exploration of teacher actions to negotiate the policy demands of inclusive education. [Thesis]. University of Western Sydney; 2008. Available from: http://handle.uws.edu.au:8081/1959.7/37127

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


University of Western Sydney

28. Karlsson, Petra A. Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful".

Degree: 2014, University of Western Sydney

 Background: Little research has been conducted to date on the effective uptake of assistive technology for students with cerebral palsy. Available research indicates that these… (more)

Subjects/Keywords: self-help devices for people with disabilities; inclusive education; children with disabilities; cerebral palsy; cerebral palsied children; services for; Thesis (Ph.D.) – University of Western Sydney, 2014; assistive technology; Australia

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APA (6th Edition):

Karlsson, P. A. (2014). Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful". (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:29963

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):

Karlsson, Petra A. “Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful".” 2014. Thesis, University of Western Sydney. Accessed June 15, 2019. http://hdl.handle.net/1959.7/uws:29963.

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

MLA Handbook (7th Edition):

Karlsson, Petra A. “Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful".” 2014. Web. 15 Jun 2019.

Vancouver:

Karlsson PA. Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful". [Internet] [Thesis]. University of Western Sydney; 2014. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1959.7/uws:29963.

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

Council of Science Editors:

Karlsson PA. Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful". [Thesis]. University of Western Sydney; 2014. Available from: http://hdl.handle.net/1959.7/uws:29963

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


University of Western Sydney

29. Tracey, Danielle K. Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect.

Degree: 2002, University of Western Sydney

 A major concern facing special educators is how best to educate students with mild intellectual disability, and whether regular or special classes are appropriate. The… (more)

Subjects/Keywords: Doctor of Philosophy (PhD); special education; mainstreaming in education; inclusive education; self-perception; self-esteem; intellectually disabled students

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

APA (6th Edition):

Tracey, D. K. (2002). Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/370

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):

Tracey, Danielle K. “Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect.” 2002. Thesis, University of Western Sydney. Accessed June 15, 2019. http://handle.uws.edu.au:8081/1959.7/370.

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

MLA Handbook (7th Edition):

Tracey, Danielle K. “Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect.” 2002. Web. 15 Jun 2019.

Vancouver:

Tracey DK. Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect. [Internet] [Thesis]. University of Western Sydney; 2002. [cited 2019 Jun 15]. Available from: http://handle.uws.edu.au:8081/1959.7/370.

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

Council of Science Editors:

Tracey DK. Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect. [Thesis]. University of Western Sydney; 2002. Available from: http://handle.uws.edu.au:8081/1959.7/370

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


Queensland University of Technology

30. Hughes, Hilary E. International students using online information resources to learn.

Degree: 2009, Queensland University of Technology

 This qualitative study views international students as information-using learners, through an information literacy lens. Focusing on the experiences of 25 international students at two Australian… (more)

Subjects/Keywords: Information literacy, informed learning, learning, information, information use, online information use, reflective information use, online resources, international students, international education, cultural diversity, linguistic diversity; inclusive learning, student experience, transition, higher education, university, library, qualitative research, critical incident technique, expanded critical incident approach; HERN

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

APA (6th Edition):

Hughes, H. E. (2009). International students using online information resources to learn. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/29348/

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):

Hughes, Hilary E. “International students using online information resources to learn.” 2009. Thesis, Queensland University of Technology. Accessed June 15, 2019. https://eprints.qut.edu.au/29348/.

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

MLA Handbook (7th Edition):

Hughes, Hilary E. “International students using online information resources to learn.” 2009. Web. 15 Jun 2019.

Vancouver:

Hughes HE. International students using online information resources to learn. [Internet] [Thesis]. Queensland University of Technology; 2009. [cited 2019 Jun 15]. Available from: https://eprints.qut.edu.au/29348/.

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

Council of Science Editors:

Hughes HE. International students using online information resources to learn. [Thesis]. Queensland University of Technology; 2009. Available from: https://eprints.qut.edu.au/29348/

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

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