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You searched for subject:(Inclusive education). Showing records 61 – 90 of 108 total matches.

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University of South Africa

61. Mobara, Nafiza. Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province.

Degree: 2017, University of South Africa

 The primary aim of the study is to investigate the effectiveness of professional teacher development for a group of teachers at full-service schools (FSSs), who… (more)

Subjects/Keywords: Full-service school; Education White Paper 6; School-based support team; Inclusive education; Professional teacher development; Assistive devices; Barriers to learning; Individual support plan; District-based support team

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

APA (6th Edition):

Mobara, N. (2017). Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24935

Chicago Manual of Style (16th Edition):

Mobara, Nafiza. “Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province.” 2017. Doctoral Dissertation, University of South Africa. Accessed June 24, 2019. http://hdl.handle.net/10500/24935.

MLA Handbook (7th Edition):

Mobara, Nafiza. “Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province.” 2017. Web. 24 Jun 2019.

Vancouver:

Mobara N. Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10500/24935.

Council of Science Editors:

Mobara N. Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24935

62. Cordeiro, Giselly Pacheco de Lima. Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental.

Degree: 2018, Universidade Fernando Pessoa

Esta pesquisa versa sobre a avaliação da inclusão por parte dos professores do ensino fundamental de uma escola da rede pública do Município de São… (more)

Subjects/Keywords: Avaliação; Educação especial na perspectiva da educação inclusiva; Formação de professores; Evaluation; Special education in the perspective of inclusive education; Teacher training; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA (6th Edition):

Cordeiro, G. P. d. L. (2018). Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental. (Thesis). Universidade Fernando Pessoa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6853

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):

Cordeiro, Giselly Pacheco de Lima. “Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental.” 2018. Thesis, Universidade Fernando Pessoa. Accessed June 24, 2019. https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6853.

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

MLA Handbook (7th Edition):

Cordeiro, Giselly Pacheco de Lima. “Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental.” 2018. Web. 24 Jun 2019.

Vancouver:

Cordeiro GPdL. Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental. [Internet] [Thesis]. Universidade Fernando Pessoa; 2018. [cited 2019 Jun 24]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6853.

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

Council of Science Editors:

Cordeiro GPdL. Avaliação da inclusão escolar na perspectiva dos professores do Ensino Fundamental. [Thesis]. Universidade Fernando Pessoa; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6853

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


University of Victoria

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Rennalls, Hayley. “The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry.” 2019. Masters Thesis, University of Victoria. Accessed June 24, 2019. http://hdl.handle.net/1828/10757.

MLA Handbook (7th Edition):

Rennalls, Hayley. “The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry.” 2019. Web. 24 Jun 2019.

Vancouver:

Rennalls H. The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry. [Internet] [Masters thesis]. University of Victoria; 2019. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1828/10757.

Council of Science Editors:

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


Universidade do Minho

64. Santos, Luciana Santana Lordelo. Políticas e práticas de formação para a inclusão: um estudo de caso exploratório na UFRB (BRASIL) .

Degree: 2017, Universidade do Minho

 A UFRB – Universidade Federal do Recôncavo da Bahia – inscreve, no seu Plano de Desenvolvimento Institucional (PDI), políticas e medidas de promoção e efetivação… (more)

Subjects/Keywords: Educação inclusiva; Formação; Organização; Institucionalização; Gestão por programa; Pessoas com deficiência; Gerencialismo; Cultura organizacional; Éducation inclusive; Formation; Organisation; Institutionalisation; Gestion par programme; Personnes handicapées; Managérialisme; Culture organisationnelle; Inclusive education; Training; Organization; Institutionalization; Management by program; People with disabilities; Managerialism; Organizational culture

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APA (6th Edition):

Santos, L. S. L. (2017). Políticas e práticas de formação para a inclusão: um estudo de caso exploratório na UFRB (BRASIL) . (Doctoral Dissertation). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/54220

Chicago Manual of Style (16th Edition):

Santos, Luciana Santana Lordelo. “Políticas e práticas de formação para a inclusão: um estudo de caso exploratório na UFRB (BRASIL) .” 2017. Doctoral Dissertation, Universidade do Minho. Accessed June 24, 2019. http://hdl.handle.net/1822/54220.

MLA Handbook (7th Edition):

Santos, Luciana Santana Lordelo. “Políticas e práticas de formação para a inclusão: um estudo de caso exploratório na UFRB (BRASIL) .” 2017. Web. 24 Jun 2019.

Vancouver:

Santos LSL. Políticas e práticas de formação para a inclusão: um estudo de caso exploratório na UFRB (BRASIL) . [Internet] [Doctoral dissertation]. Universidade do Minho; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1822/54220.

Council of Science Editors:

Santos LSL. Políticas e práticas de formação para a inclusão: um estudo de caso exploratório na UFRB (BRASIL) . [Doctoral Dissertation]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/54220

65. Girardet, Patricia. La construction de la compréhension des textes narratifs par des élèves avec troubles cognitifs : recherche conduite au sein d’unités localisées pour l’inclusion scolaire : The building of reading comprehension of narratives for pupils with cognitive impairments : Research in specialized devices (ULIS).

Degree: Docteur es, Sciences de l'éducation, 2018, Lyon

Depuis la loi du 11 février 2005, pour « l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées », l’École… (more)

Subjects/Keywords: Compréhension; Lecture; Approche inclusive; Troubles cognitifs; Élèves à besoins éducatifs particuliers; Enseignement; Apprentissage; Didactique; Médiation; Interaction; Etayage; Différentiation pédagogique; Enseignants; Reading comprehension; Inclusive education; Cognitive impairments; Pupils with specialneeds; Teaching; Learning; Didactics; Mediation; Interaction; Shoring; Educational differentiation; Teacher

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APA (6th Edition):

Girardet, P. (2018). La construction de la compréhension des textes narratifs par des élèves avec troubles cognitifs : recherche conduite au sein d’unités localisées pour l’inclusion scolaire : The building of reading comprehension of narratives for pupils with cognitive impairments : Research in specialized devices (ULIS). (Doctoral Dissertation). Lyon. Retrieved from http://www.theses.fr/2018LYSE2010

Chicago Manual of Style (16th Edition):

Girardet, Patricia. “La construction de la compréhension des textes narratifs par des élèves avec troubles cognitifs : recherche conduite au sein d’unités localisées pour l’inclusion scolaire : The building of reading comprehension of narratives for pupils with cognitive impairments : Research in specialized devices (ULIS).” 2018. Doctoral Dissertation, Lyon. Accessed June 24, 2019. http://www.theses.fr/2018LYSE2010.

MLA Handbook (7th Edition):

Girardet, Patricia. “La construction de la compréhension des textes narratifs par des élèves avec troubles cognitifs : recherche conduite au sein d’unités localisées pour l’inclusion scolaire : The building of reading comprehension of narratives for pupils with cognitive impairments : Research in specialized devices (ULIS).” 2018. Web. 24 Jun 2019.

Vancouver:

Girardet P. La construction de la compréhension des textes narratifs par des élèves avec troubles cognitifs : recherche conduite au sein d’unités localisées pour l’inclusion scolaire : The building of reading comprehension of narratives for pupils with cognitive impairments : Research in specialized devices (ULIS). [Internet] [Doctoral dissertation]. Lyon; 2018. [cited 2019 Jun 24]. Available from: http://www.theses.fr/2018LYSE2010.

Council of Science Editors:

Girardet P. La construction de la compréhension des textes narratifs par des élèves avec troubles cognitifs : recherche conduite au sein d’unités localisées pour l’inclusion scolaire : The building of reading comprehension of narratives for pupils with cognitive impairments : Research in specialized devices (ULIS). [Doctoral Dissertation]. Lyon; 2018. Available from: http://www.theses.fr/2018LYSE2010

66. Pedley, Malika. Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse : Inclusive approach to languages in a minority situation : the case of Scotland.

Degree: Docteur es, Linguistique, 2018, Université Michel de Montaigne – Bordeaux III

La catégorisation des langues en sociolinguistique est de plus en plus foisonnante et complexe. Si cette action permet de mieux caractériser les langues dans des… (more)

Subjects/Keywords: Sociolinguistique; Écriture créative en langues; Approche inclusive; Didactique du plurilinguisme; Représentations linguistiques; Multilinguisme; Communauté de pratiques; Plurilinguisme; Pratiques de littéracie; Sociolinguistics; Creative writing in languages; Inclusive approach; Multilingual education; Language representations; Miltilingualism; Communauty of practice; Plurilingualism; Literacy studies

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APA (6th Edition):

Pedley, M. (2018). Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse : Inclusive approach to languages in a minority situation : the case of Scotland. (Doctoral Dissertation). Université Michel de Montaigne – Bordeaux III. Retrieved from http://www.theses.fr/2018BOR30058

Chicago Manual of Style (16th Edition):

Pedley, Malika. “Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse : Inclusive approach to languages in a minority situation : the case of Scotland.” 2018. Doctoral Dissertation, Université Michel de Montaigne – Bordeaux III. Accessed June 24, 2019. http://www.theses.fr/2018BOR30058.

MLA Handbook (7th Edition):

Pedley, Malika. “Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse : Inclusive approach to languages in a minority situation : the case of Scotland.” 2018. Web. 24 Jun 2019.

Vancouver:

Pedley M. Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse : Inclusive approach to languages in a minority situation : the case of Scotland. [Internet] [Doctoral dissertation]. Université Michel de Montaigne – Bordeaux III; 2018. [cited 2019 Jun 24]. Available from: http://www.theses.fr/2018BOR30058.

Council of Science Editors:

Pedley M. Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse : Inclusive approach to languages in a minority situation : the case of Scotland. [Doctoral Dissertation]. Université Michel de Montaigne – Bordeaux III; 2018. Available from: http://www.theses.fr/2018BOR30058


Universitat de Barcelona

67. Igual Calvo, M. Jesús. Polítiques educatives en contextos interculturals comunitaris.

Degree: 2018, Universitat de Barcelona

 This thesis aims to show how political and regulatory guidelines are translated into practice and how different educational agents in the community articulate and develop… (more)

Subjects/Keywords: Comunicació intercultural; Comunicación intercultural; Intercultural communication; Política educativa; Educational policy; Educació inclusiva; Educación inclusiva; Inclusive education; Comunitat; Comunidad; Community; Ciències de l’Educació; 371

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APA (6th Edition):

Igual Calvo, M. J. (2018). Polítiques educatives en contextos interculturals comunitaris. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/482212

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):

Igual Calvo, M Jesús. “Polítiques educatives en contextos interculturals comunitaris.” 2018. Thesis, Universitat de Barcelona. Accessed June 24, 2019. http://hdl.handle.net/10803/482212.

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

MLA Handbook (7th Edition):

Igual Calvo, M Jesús. “Polítiques educatives en contextos interculturals comunitaris.” 2018. Web. 24 Jun 2019.

Vancouver:

Igual Calvo MJ. Polítiques educatives en contextos interculturals comunitaris. [Internet] [Thesis]. Universitat de Barcelona; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10803/482212.

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

Council of Science Editors:

Igual Calvo MJ. Polítiques educatives en contextos interculturals comunitaris. [Thesis]. Universitat de Barcelona; 2018. Available from: http://hdl.handle.net/10803/482212

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

68. Zaffari, Celise Toledo Jesuita. A inclusão de alunos com incapacidades motoras no Ensino Superior no Brasil.

Degree: 2018, Universidade Fernando Pessoa

A presente investigação trata-se de um estudo de caso, com foco na UFMT-Universidade Federal do Mato Grosso e tem como objetivo geral analisar a aplicação… (more)

Subjects/Keywords: Inclusão na Universidade; Incapacidade Motora; Educação Inclusiva; Inclusion in the University; Motor incapacity; Inclusive education; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA (6th Edition):

Zaffari, C. T. J. (2018). A inclusão de alunos com incapacidades motoras no Ensino Superior no Brasil. (Thesis). Universidade Fernando Pessoa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6650

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):

Zaffari, Celise Toledo Jesuita. “A inclusão de alunos com incapacidades motoras no Ensino Superior no Brasil.” 2018. Thesis, Universidade Fernando Pessoa. Accessed June 24, 2019. https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6650.

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

MLA Handbook (7th Edition):

Zaffari, Celise Toledo Jesuita. “A inclusão de alunos com incapacidades motoras no Ensino Superior no Brasil.” 2018. Web. 24 Jun 2019.

Vancouver:

Zaffari CTJ. A inclusão de alunos com incapacidades motoras no Ensino Superior no Brasil. [Internet] [Thesis]. Universidade Fernando Pessoa; 2018. [cited 2019 Jun 24]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6650.

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

Council of Science Editors:

Zaffari CTJ. A inclusão de alunos com incapacidades motoras no Ensino Superior no Brasil. [Thesis]. Universidade Fernando Pessoa; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6650

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

69. Du Toit, Petrusa. Tracing a new educational psychological model for learner support in South Africa.

Degree: 2018, Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (Madrid)

Subjects/Keywords: Educational psychology; Special educational needs; Inclusive education; Support services; Consultative systemic approach; Educación

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APA (6th Edition):

Du Toit, P. (2018). Tracing a new educational psychological model for learner support in South Africa. (Thesis). Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (Madrid). Retrieved from http://hdl.handle.net/10486/660801

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):

Du Toit, Petrusa. “Tracing a new educational psychological model for learner support in South Africa.” 2018. Thesis, Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (Madrid). Accessed June 24, 2019. http://hdl.handle.net/10486/660801.

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

MLA Handbook (7th Edition):

Du Toit, Petrusa. “Tracing a new educational psychological model for learner support in South Africa.” 2018. Web. 24 Jun 2019.

Vancouver:

Du Toit P. Tracing a new educational psychological model for learner support in South Africa. [Internet] [Thesis]. Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (Madrid); 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10486/660801.

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

Council of Science Editors:

Du Toit P. Tracing a new educational psychological model for learner support in South Africa. [Thesis]. Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (Madrid); 2018. Available from: http://hdl.handle.net/10486/660801

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


Universitat de Barcelona

70. López-Dóriga de Dalmau, Maria. Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida.

Degree: 2018, Universitat de Barcelona

 With the consolidation of a comprehensive and compulsory educational system up to the age of sixteen, it is evident that there is a distance between… (more)

Subjects/Keywords: Adolescents; Adolescentes; Teenagers; Exclusió social; Exclusión social; Social exclusion; Escolarització; Escolarización; Schooling; Educació inclusiva; Educación inclusiva; Inclusive education; Ciències de l’Educació; 371

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APA (6th Edition):

López-Dóriga de Dalmau, M. (2018). Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/665878

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):

López-Dóriga de Dalmau, Maria. “Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida.” 2018. Thesis, Universitat de Barcelona. Accessed June 24, 2019. http://hdl.handle.net/10803/665878.

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

MLA Handbook (7th Edition):

López-Dóriga de Dalmau, Maria. “Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida.” 2018. Web. 24 Jun 2019.

Vancouver:

López-Dóriga de Dalmau M. Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida. [Internet] [Thesis]. Universitat de Barcelona; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10803/665878.

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

Council of Science Editors:

López-Dóriga de Dalmau M. Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida. [Thesis]. Universitat de Barcelona; 2018. Available from: http://hdl.handle.net/10803/665878

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


Universidade do Minho

71. Correia, Rita Maria Durães da Silva. As atitudes dos pais com filhos em idade pré-escolar sobre a inclusão de crianças com Necessidades Educativas Especiais .

Degree: 2018, Universidade do Minho

 A finalidade deste trabalho de investigação é conhecer e analisar as atitudes dos pais com filhos em idade pré-escolar sobre a inclusão de crianças com… (more)

Subjects/Keywords: Atitudes dos pais; Inclusão; Crianças com NEE; Crianças sem NEE; Educação inclusiva; Parents attitudes; Inclusion; Children with special needs; Children without special needs; Inclusive-education; Mainstreaming; Disabilities

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APA (6th Edition):

Correia, R. M. D. d. S. (2018). As atitudes dos pais com filhos em idade pré-escolar sobre a inclusão de crianças com Necessidades Educativas Especiais . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/59513

Chicago Manual of Style (16th Edition):

Correia, Rita Maria Durães da Silva. “As atitudes dos pais com filhos em idade pré-escolar sobre a inclusão de crianças com Necessidades Educativas Especiais .” 2018. Masters Thesis, Universidade do Minho. Accessed June 24, 2019. http://hdl.handle.net/1822/59513.

MLA Handbook (7th Edition):

Correia, Rita Maria Durães da Silva. “As atitudes dos pais com filhos em idade pré-escolar sobre a inclusão de crianças com Necessidades Educativas Especiais .” 2018. Web. 24 Jun 2019.

Vancouver:

Correia RMDdS. As atitudes dos pais com filhos em idade pré-escolar sobre a inclusão de crianças com Necessidades Educativas Especiais . [Internet] [Masters thesis]. Universidade do Minho; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1822/59513.

Council of Science Editors:

Correia RMDdS. As atitudes dos pais com filhos em idade pré-escolar sobre a inclusão de crianças com Necessidades Educativas Especiais . [Masters Thesis]. Universidade do Minho; 2018. Available from: http://hdl.handle.net/1822/59513


Massey University

72. Jones, Bryony. Experiences and perceptions of educators implementing AAC in inclusive settings.

Degree: Master of Speech Language Therapy, 2018, Massey University

 Research shows that augmentative and alternative communication (AAC) can support the inclusion of students with complex communication needs (CCN) in inclusive school settings. AAC support… (more)

Subjects/Keywords: People with disabilities|xMeans of communication|zNew Zealand; Teachers of children with disabilities|zNew Zealand|xAttitudes; Children with disabilities|xEducation|zNew Zealand; Inclusive education|zNew Zealand

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APA (6th Edition):

Jones, B. (2018). Experiences and perceptions of educators implementing AAC in inclusive settings. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14420

Chicago Manual of Style (16th Edition):

Jones, Bryony. “Experiences and perceptions of educators implementing AAC in inclusive settings.” 2018. Masters Thesis, Massey University. Accessed June 24, 2019. http://hdl.handle.net/10179/14420.

MLA Handbook (7th Edition):

Jones, Bryony. “Experiences and perceptions of educators implementing AAC in inclusive settings.” 2018. Web. 24 Jun 2019.

Vancouver:

Jones B. Experiences and perceptions of educators implementing AAC in inclusive settings. [Internet] [Masters thesis]. Massey University; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10179/14420.

Council of Science Editors:

Jones B. Experiences and perceptions of educators implementing AAC in inclusive settings. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14420


University of Pretoria

73. Ledwaba, Gloria Gloria. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.

Degree: PhD, Early Childhood Education, 2018, University of Pretoria

 Schools globally are characterised by an increasingly diverse learner population in terms of age, gender, language, socio-economic background, cultural practices and learning abilities. The diverse… (more)

Subjects/Keywords: UCTD; Curriculum differentiation; Full-service schools; Learning support; Inclusive education

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APA (6th Edition):

Ledwaba, G. G. (2018). Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65439

Chicago Manual of Style (16th Edition):

Ledwaba, Gloria Gloria. “Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.” 2018. Doctoral Dissertation, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/65439.

MLA Handbook (7th Edition):

Ledwaba, Gloria Gloria. “Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.” 2018. Web. 24 Jun 2019.

Vancouver:

Ledwaba GG. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. [Internet] [Doctoral dissertation]. University of Pretoria; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/65439.

Council of Science Editors:

Ledwaba GG. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. [Doctoral Dissertation]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65439


University of Pretoria

74. Le Hanie, Linda. Teaching mathematics to oral hearing impaired learners in an inclusive environment.

Degree: MEd, Science, Mathematics and Technology Education, 2018, University of Pretoria

Inclusive education came into the spot light with the World Conference on Special Needs Education: Access and Quality, held in Salamanca, Spain in June 1994.… (more)

Subjects/Keywords: UCTD; Inclusive education; Hearing impaired; Teaching and learning; Language factors

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APA (6th Edition):

Le Hanie, L. (2018). Teaching mathematics to oral hearing impaired learners in an inclusive environment. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65440

Chicago Manual of Style (16th Edition):

Le Hanie, Linda. “Teaching mathematics to oral hearing impaired learners in an inclusive environment.” 2018. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/65440.

MLA Handbook (7th Edition):

Le Hanie, Linda. “Teaching mathematics to oral hearing impaired learners in an inclusive environment.” 2018. Web. 24 Jun 2019.

Vancouver:

Le Hanie L. Teaching mathematics to oral hearing impaired learners in an inclusive environment. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/65440.

Council of Science Editors:

Le Hanie L. Teaching mathematics to oral hearing impaired learners in an inclusive environment. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65440


University of Pretoria

75. Burgers, Rita Magrietha. Implementing the asset-based approach in a resource-constrained special school resource centre.

Degree: MEd, Educational Psychology, 2018, University of Pretoria

 Full implementation of special schools converted into special school resource centres in South Africa need to be finalised by 2021, as specified in the Education(more)

Subjects/Keywords: UCTD; Asset-based approach; Bio-ecological approach; Inclusive education; Resource-constrained

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APA (6th Edition):

Burgers, R. M. (2018). Implementing the asset-based approach in a resource-constrained special school resource centre. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65480

Chicago Manual of Style (16th Edition):

Burgers, Rita Magrietha. “Implementing the asset-based approach in a resource-constrained special school resource centre.” 2018. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/65480.

MLA Handbook (7th Edition):

Burgers, Rita Magrietha. “Implementing the asset-based approach in a resource-constrained special school resource centre.” 2018. Web. 24 Jun 2019.

Vancouver:

Burgers RM. Implementing the asset-based approach in a resource-constrained special school resource centre. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/65480.

Council of Science Editors:

Burgers RM. Implementing the asset-based approach in a resource-constrained special school resource centre. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65480

76. Nascimento, Marinalva Lisboa. A liderança como essência.

Degree: 2018, Universidade Fernando Pessoa

Nos dias atuais é cade vez maior a preocupação em torno da promoção de uma educação mais inclusiva, onde todos os indivíduos possam ser atendidos… (more)

Subjects/Keywords: Gestão escolar; Educação inclusiva; Liderança; Alunos especiais; School management; Inclusive education; Leadership; Special students; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA (6th Edition):

Nascimento, M. L. (2018). A liderança como essência. (Thesis). Universidade Fernando Pessoa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6893

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):

Nascimento, Marinalva Lisboa. “A liderança como essência.” 2018. Thesis, Universidade Fernando Pessoa. Accessed June 24, 2019. https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6893.

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

MLA Handbook (7th Edition):

Nascimento, Marinalva Lisboa. “A liderança como essência.” 2018. Web. 24 Jun 2019.

Vancouver:

Nascimento ML. A liderança como essência. [Internet] [Thesis]. Universidade Fernando Pessoa; 2018. [cited 2019 Jun 24]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6893.

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

Council of Science Editors:

Nascimento ML. A liderança como essência. [Thesis]. Universidade Fernando Pessoa; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6893

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

77. Jakobsson-Åhl, Teresia. Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice.

Degree: Communication and Education, 2018, Luleå University of Technology

  This thesis scrutinises how regular mathematics teachers are expected to deal with empowerment in mathematics classroom practice. Inspired by a socio-political perspective, the aim… (more)

Subjects/Keywords: a socio-political perspective; intertextual relations; policymaking practice; inclusive mathematics education; empowering students; social justice; cognitive and socio-political issues; Pedagogy; Pedagogik

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APA (6th Edition):

Jakobsson-Åhl, T. (2018). Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice. (Thesis). Luleå University of Technology. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869

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):

Jakobsson-Åhl, Teresia. “Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice.” 2018. Thesis, Luleå University of Technology. Accessed June 24, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869.

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

MLA Handbook (7th Edition):

Jakobsson-Åhl, Teresia. “Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice.” 2018. Web. 24 Jun 2019.

Vancouver:

Jakobsson-Åhl T. Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice. [Internet] [Thesis]. Luleå University of Technology; 2018. [cited 2019 Jun 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869.

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

Council of Science Editors:

Jakobsson-Åhl T. Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice. [Thesis]. Luleå University of Technology; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869

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


Antioch University

78. Lyons, Lindsay Beth. Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.

Degree: PhD, Leadership and Change, 2018, Antioch University

 This study developed a set of scales to measure building student leadership capacity in high schools. Student leadership is defined here as students working collaboratively… (more)

Subjects/Keywords: Educational Leadership; Pedagogy; Secondary Education; Student voice; Youth leadership; Scale development; High school; Shared leadership; Mixed methods; Shared leadership; Capacity building; Social justice leadership; Inclusive leadership; Positive leadership

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

APA (6th Edition):

Lyons, L. B. (2018). Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376

Chicago Manual of Style (16th Edition):

Lyons, Lindsay Beth. “Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.” 2018. Doctoral Dissertation, Antioch University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

MLA Handbook (7th Edition):

Lyons, Lindsay Beth. “Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.” 2018. Web. 24 Jun 2019.

Vancouver:

Lyons LB. Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales. [Internet] [Doctoral dissertation]. Antioch University; 2018. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

Council of Science Editors:

Lyons LB. Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales. [Doctoral Dissertation]. Antioch University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376

79. Santos, Maria Eneida Costa dos. Gestão escolar e as políticas de educação inclusiva.

Degree: 2018, Universidade Fernando Pessoa

Desde o surgimento do paradigma da inclusão, por meio do qual ficou claro que não é a pessoa que possui alguma limitação que tem de… (more)

Subjects/Keywords: Gestão Escolar; Inclusão Escolar; Programa Educação Inclusiva: Direito à Diversidade; School Management; School inclusion; Inclusive Education Program : Right to Diversity; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA (6th Edition):

Santos, M. E. C. d. (2018). Gestão escolar e as políticas de educação inclusiva. (Thesis). Universidade Fernando Pessoa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6921

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):

Santos, Maria Eneida Costa dos. “Gestão escolar e as políticas de educação inclusiva.” 2018. Thesis, Universidade Fernando Pessoa. Accessed June 24, 2019. https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6921.

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

MLA Handbook (7th Edition):

Santos, Maria Eneida Costa dos. “Gestão escolar e as políticas de educação inclusiva.” 2018. Web. 24 Jun 2019.

Vancouver:

Santos MECd. Gestão escolar e as políticas de educação inclusiva. [Internet] [Thesis]. Universidade Fernando Pessoa; 2018. [cited 2019 Jun 24]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6921.

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

Council of Science Editors:

Santos MECd. Gestão escolar e as políticas de educação inclusiva. [Thesis]. Universidade Fernando Pessoa; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/6921

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

80. Pristovnik, Anja. Stališča učiteljev do inkluzivnega pedagoga v občini Slovenske Konjice.

Degree: 2018, Univerza v Mariboru

Razvoj inkluzije v vzgoji in izobraževanju je odvisen od učiteljev in ostalih strokovnih delavcev, ki poučujejo na šoli. Učitelj je tisti, ki se mora dodatno… (more)

Subjects/Keywords: Inkluzija; inkluzivni pedagog; otroci s posebnimi potrebami; stališča; vzgoja in izobraževanje; šola.; Inclusion; inclusive teachers; children with special needs; standpoints; education; school.; info:eu-repo/classification/udc/37.091.21(043.2)

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APA (6th Edition):

Pristovnik, A. (2018). Stališča učiteljev do inkluzivnega pedagoga v občini Slovenske Konjice. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=70905 ; https://dk.um.si/Dokument.php?id=125902&dn= ; https://plus.si.cobiss.net/opac7/bib/24016136?lang=sl

Chicago Manual of Style (16th Edition):

Pristovnik, Anja. “Stališča učiteljev do inkluzivnega pedagoga v občini Slovenske Konjice.” 2018. Masters Thesis, Univerza v Mariboru. Accessed June 24, 2019. https://dk.um.si/IzpisGradiva.php?id=70905 ; https://dk.um.si/Dokument.php?id=125902&dn= ; https://plus.si.cobiss.net/opac7/bib/24016136?lang=sl.

MLA Handbook (7th Edition):

Pristovnik, Anja. “Stališča učiteljev do inkluzivnega pedagoga v občini Slovenske Konjice.” 2018. Web. 24 Jun 2019.

Vancouver:

Pristovnik A. Stališča učiteljev do inkluzivnega pedagoga v občini Slovenske Konjice. [Internet] [Masters thesis]. Univerza v Mariboru; 2018. [cited 2019 Jun 24]. Available from: https://dk.um.si/IzpisGradiva.php?id=70905 ; https://dk.um.si/Dokument.php?id=125902&dn= ; https://plus.si.cobiss.net/opac7/bib/24016136?lang=sl.

Council of Science Editors:

Pristovnik A. Stališča učiteljev do inkluzivnega pedagoga v občini Slovenske Konjice. [Masters Thesis]. Univerza v Mariboru; 2018. Available from: https://dk.um.si/IzpisGradiva.php?id=70905 ; https://dk.um.si/Dokument.php?id=125902&dn= ; https://plus.si.cobiss.net/opac7/bib/24016136?lang=sl


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

81. Papadaniil, Maria. Αξιολόγηση προγράμματος ψυχοκινητικής παρέμβασης με παραμύθια ως προς την επίδρασή του στις αντιλήψεις μαθητών της πρώτης δημοτικού για τα άτομα με αναπηρία.

Degree: 2018, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

 Nowadays, in the field of education it is common the idea of co-education of children children with ahd without disabilities. Individuals with disabilities often face… (more)

Subjects/Keywords: Συνεκπαίδευση; Αναπηρία; Στάσεις; Πρόγραμμα παρέμβασης; Παραμύθι; Διερευνητική δραματοποίηση; Ψυχοκινητικές δραστηριότητες; Inclusive education; Disability; Attitudes; Intervention program; Fairy tales; Theatrical play; Psychomotor activities

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APA (6th Edition):

Papadaniil, M. (2018). Αξιολόγηση προγράμματος ψυχοκινητικής παρέμβασης με παραμύθια ως προς την επίδρασή του στις αντιλήψεις μαθητών της πρώτης δημοτικού για τα άτομα με αναπηρία. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/44996

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):

Papadaniil, Maria. “Αξιολόγηση προγράμματος ψυχοκινητικής παρέμβασης με παραμύθια ως προς την επίδρασή του στις αντιλήψεις μαθητών της πρώτης δημοτικού για τα άτομα με αναπηρία.” 2018. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed June 24, 2019. http://hdl.handle.net/10442/hedi/44996.

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

MLA Handbook (7th Edition):

Papadaniil, Maria. “Αξιολόγηση προγράμματος ψυχοκινητικής παρέμβασης με παραμύθια ως προς την επίδρασή του στις αντιλήψεις μαθητών της πρώτης δημοτικού για τα άτομα με αναπηρία.” 2018. Web. 24 Jun 2019.

Vancouver:

Papadaniil M. Αξιολόγηση προγράμματος ψυχοκινητικής παρέμβασης με παραμύθια ως προς την επίδρασή του στις αντιλήψεις μαθητών της πρώτης δημοτικού για τα άτομα με αναπηρία. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10442/hedi/44996.

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

Council of Science Editors:

Papadaniil M. Αξιολόγηση προγράμματος ψυχοκινητικής παρέμβασης με παραμύθια ως προς την επίδρασή του στις αντιλήψεις μαθητών της πρώτης δημοτικού για τα άτομα με αναπηρία. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2018. Available from: http://hdl.handle.net/10442/hedi/44996

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

82. Svensson, Frida. Ett fritidshem för alla : En intervjustudie om fritidspersonals arbete med inkludering av elever som är inskrivna i grundsärskolan.

Degree: Teacher Education, 2019, Södertörn University

Syftet med denna studie är att undersöka hur olika fritidshem arbetar med inkludering av elever som är inskrivna i grundsärskolan. I syftet ingår också… (more)

Subjects/Keywords: inclusion; inclusive education; leisure-time center; compulsory school for pupils with learning disabilities; a school for all; inkludering; inkluderande arbetssätt; fritidshem; grundsärskola; en skola för alla; Pedagogical Work; Pedagogiskt arbete

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APA (6th Edition):

Svensson, F. (2019). Ett fritidshem för alla : En intervjustudie om fritidspersonals arbete med inkludering av elever som är inskrivna i grundsärskolan. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38128

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):

Svensson, Frida. “Ett fritidshem för alla : En intervjustudie om fritidspersonals arbete med inkludering av elever som är inskrivna i grundsärskolan.” 2019. Thesis, Södertörn University. Accessed June 24, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38128.

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

MLA Handbook (7th Edition):

Svensson, Frida. “Ett fritidshem för alla : En intervjustudie om fritidspersonals arbete med inkludering av elever som är inskrivna i grundsärskolan.” 2019. Web. 24 Jun 2019.

Vancouver:

Svensson F. Ett fritidshem för alla : En intervjustudie om fritidspersonals arbete med inkludering av elever som är inskrivna i grundsärskolan. [Internet] [Thesis]. Södertörn University; 2019. [cited 2019 Jun 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38128.

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

Council of Science Editors:

Svensson F. Ett fritidshem för alla : En intervjustudie om fritidspersonals arbete med inkludering av elever som är inskrivna i grundsärskolan. [Thesis]. Södertörn University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38128

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

83. Evans Holmes, Kimberly. Educators' Attitudes Towards Implementation of Inclusive Education.

Degree: MSin Special Education, Education, 2018, California State University – San Bernardino

  The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations,… (more)

Subjects/Keywords: General education; special education; teacher; inclusive education; inclusion; students with disabilitaies; Special Education and Teaching

…the Problem Inclusive education has been a long debated topic of school reform for many… …compelling rationale for inclusive education includes moral, philosophical, and ethical components… …x28;2003) acknowledged that the method of a successful inclusive education is a “two-way… …that students are being educated more in an inclusive education than before. The purpose of… …this study is to understand educators’ attitudes toward implementation of inclusive education… 

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APA (6th Edition):

Evans Holmes, K. (2018). Educators' Attitudes Towards Implementation of Inclusive Education. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/613

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):

Evans Holmes, Kimberly. “Educators' Attitudes Towards Implementation of Inclusive Education.” 2018. Thesis, California State University – San Bernardino. Accessed June 24, 2019. http://scholarworks.lib.csusb.edu/etd/613.

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

MLA Handbook (7th Edition):

Evans Holmes, Kimberly. “Educators' Attitudes Towards Implementation of Inclusive Education.” 2018. Web. 24 Jun 2019.

Vancouver:

Evans Holmes K. Educators' Attitudes Towards Implementation of Inclusive Education. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Jun 24]. Available from: http://scholarworks.lib.csusb.edu/etd/613.

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

Council of Science Editors:

Evans Holmes K. Educators' Attitudes Towards Implementation of Inclusive Education. [Thesis]. California State University – San Bernardino; 2018. Available from: http://scholarworks.lib.csusb.edu/etd/613

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


Antioch University

84. Dezenberg, Maria E. Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect.

Degree: PhD, Leadership and Change, 2017, Antioch University

 Conventional forms of leadership that are prominent in organizational life today are seemingly antithetical to the landscape of our dynamic, global society. The continued focus… (more)

Subjects/Keywords: Education; Educational Leadership; Organizational Behavior; Psychology; School Administration; Business Administration; Cognitive Psychology; Communication; Ethics; Multilingual Education; inclusive leadership; organizational culture; organizational climate; workplace climate; Positive Organizational Scholarship; education; inclusion; employee voice; high-quality relationships; positive communication; change; grounded theory; case study

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

APA (6th Edition):

Dezenberg, M. E. (2017). Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510729562168206

Chicago Manual of Style (16th Edition):

Dezenberg, Maria E. “Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect.” 2017. Doctoral Dissertation, Antioch University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510729562168206.

MLA Handbook (7th Edition):

Dezenberg, Maria E. “Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect.” 2017. Web. 24 Jun 2019.

Vancouver:

Dezenberg ME. Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect. [Internet] [Doctoral dissertation]. Antioch University; 2017. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510729562168206.

Council of Science Editors:

Dezenberg ME. Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect. [Doctoral Dissertation]. Antioch University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510729562168206


SUNY College at Brockport

85. Palmer, Charles. Creating Successful Experiences for Deaf Children in Physical Education and Athletics: A Review of the Literature.

Degree: MSEd in Physical Education, Kinesiology, Sport Studies and Physical Education, 2018, SUNY College at Brockport

  The purpose of this synthesis project was to investigate ways of creating successful experiences for children in physical education and athletics. A literature review… (more)

Subjects/Keywords: physical education; deaf students/hearing implant students; deaf athletes/hearing implant athletes; inclusive physical education; adaptive communication; cochlear implant; American Sign Language; and communication strategies.; Health and Physical Education; Kinesiology; Sports Sciences

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

APA (6th Edition):

Palmer, C. (2018). Creating Successful Experiences for Deaf Children in Physical Education and Athletics: A Review of the Literature. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/pes_synthesis/48

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):

Palmer, Charles. “Creating Successful Experiences for Deaf Children in Physical Education and Athletics: A Review of the Literature.” 2018. Thesis, SUNY College at Brockport. Accessed June 24, 2019. https://digitalcommons.brockport.edu/pes_synthesis/48.

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

MLA Handbook (7th Edition):

Palmer, Charles. “Creating Successful Experiences for Deaf Children in Physical Education and Athletics: A Review of the Literature.” 2018. Web. 24 Jun 2019.

Vancouver:

Palmer C. Creating Successful Experiences for Deaf Children in Physical Education and Athletics: A Review of the Literature. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2019 Jun 24]. Available from: https://digitalcommons.brockport.edu/pes_synthesis/48.

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

Council of Science Editors:

Palmer C. Creating Successful Experiences for Deaf Children in Physical Education and Athletics: A Review of the Literature. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/pes_synthesis/48

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

86. Ruiz Andrés, Roberto. Medidas de atención a la diversidad: una experiencia de aula alternativa de adaptación e intervención educativa en Burgos para alumnos en riesgo de fracaso y abandono escolar.

Degree: 2017, Universidad de Burgos

 Se presenta el análisis, mediante la metodología del “estudio de caso”, de una experiencia educativa de once cursos escolares llevada a cabo en Burgos con… (more)

Subjects/Keywords: Fracaso escolar; Atención a la diversidad; Escuela inclusiva; Aula Alternativa; Medidas excepcionales; School failure; Attention to diversity; Inclusive school; Alternative Classroom; exceptional measures; Educación especial; Enseñanza secundaria; Special education; Education, Secondary; 580202; 580205

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

APA (6th Edition):

Ruiz Andrés, R. (2017). Medidas de atención a la diversidad: una experiencia de aula alternativa de adaptación e intervención educativa en Burgos para alumnos en riesgo de fracaso y abandono escolar. (Thesis). Universidad de Burgos. Retrieved from http://hdl.handle.net/10259/4664

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):

Ruiz Andrés, Roberto. “Medidas de atención a la diversidad: una experiencia de aula alternativa de adaptación e intervención educativa en Burgos para alumnos en riesgo de fracaso y abandono escolar.” 2017. Thesis, Universidad de Burgos. Accessed June 24, 2019. http://hdl.handle.net/10259/4664.

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

MLA Handbook (7th Edition):

Ruiz Andrés, Roberto. “Medidas de atención a la diversidad: una experiencia de aula alternativa de adaptación e intervención educativa en Burgos para alumnos en riesgo de fracaso y abandono escolar.” 2017. Web. 24 Jun 2019.

Vancouver:

Ruiz Andrés R. Medidas de atención a la diversidad: una experiencia de aula alternativa de adaptación e intervención educativa en Burgos para alumnos en riesgo de fracaso y abandono escolar. [Internet] [Thesis]. Universidad de Burgos; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10259/4664.

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

Council of Science Editors:

Ruiz Andrés R. Medidas de atención a la diversidad: una experiencia de aula alternativa de adaptación e intervención educativa en Burgos para alumnos en riesgo de fracaso y abandono escolar. [Thesis]. Universidad de Burgos; 2017. Available from: http://hdl.handle.net/10259/4664

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

87. Lacerda, Catarina de Andrade. Os “Batuqueiros do Silêncio”: possibilidade de inovação pedagógica em ambiente não formal de aprendizagem com surdos.

Degree: 2018, Universidade da Madeira

Essa dissertação é o registro de um estudo sobre as práticas pedagógicas do grupo Os Batuqueiros do Silêncio, uma prática musical, de percussão, para pessoas… (more)

Subjects/Keywords: Inovação pedagógica; Educação inclusiva; Surdos; Educação não formal; Os Batuqueiros do Silêncio; Brasil; Pedagogical innovation; Education inclusive; Deaf people; Non formal education; Ciências da Educação - Inovação Pedagógica; .; Faculdade de Ciências Sociais; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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

APA (6th Edition):

Lacerda, C. d. A. (2018). Os “Batuqueiros do Silêncio”: possibilidade de inovação pedagógica em ambiente não formal de aprendizagem com surdos. (Thesis). Universidade da Madeira. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:digituma.uma.pt:10400.13/1984

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):

Lacerda, Catarina de Andrade. “Os “Batuqueiros do Silêncio”: possibilidade de inovação pedagógica em ambiente não formal de aprendizagem com surdos.” 2018. Thesis, Universidade da Madeira. Accessed June 24, 2019. https://www.rcaap.pt/detail.jsp?id=oai:digituma.uma.pt:10400.13/1984.

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

MLA Handbook (7th Edition):

Lacerda, Catarina de Andrade. “Os “Batuqueiros do Silêncio”: possibilidade de inovação pedagógica em ambiente não formal de aprendizagem com surdos.” 2018. Web. 24 Jun 2019.

Vancouver:

Lacerda CdA. Os “Batuqueiros do Silêncio”: possibilidade de inovação pedagógica em ambiente não formal de aprendizagem com surdos. [Internet] [Thesis]. Universidade da Madeira; 2018. [cited 2019 Jun 24]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:digituma.uma.pt:10400.13/1984.

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

Council of Science Editors:

Lacerda CdA. Os “Batuqueiros do Silêncio”: possibilidade de inovação pedagógica em ambiente não formal de aprendizagem com surdos. [Thesis]. Universidade da Madeira; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:digituma.uma.pt:10400.13/1984

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

88. McGill, Robert James. Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students.

Degree: 2018, University of North Florida

 This dissertation examines teacher’s perspectives regarding the classroom strategies, behaviors, and approaches they believed best support the development of African American students. Educator perceptions are… (more)

Subjects/Keywords: Thesis; University of North Florida; UNF; Dissertations, Academic  – UNF – Doctor of Education in Educational Leadership; Dissertations, Academic  – UNF – Education; Pedagogy; Cultural backgrounds; Inclusive learning environments; Culturally relevant pedagogy; critical race theory; Social and Behavioral Sciences

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

APA (6th Edition):

McGill, R. J. (2018). Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students. (Thesis). University of North Florida. Retrieved from https://digitalcommons.unf.edu/etd/850

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):

McGill, Robert James. “Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students.” 2018. Thesis, University of North Florida. Accessed June 24, 2019. https://digitalcommons.unf.edu/etd/850.

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

MLA Handbook (7th Edition):

McGill, Robert James. “Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students.” 2018. Web. 24 Jun 2019.

Vancouver:

McGill RJ. Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students. [Internet] [Thesis]. University of North Florida; 2018. [cited 2019 Jun 24]. Available from: https://digitalcommons.unf.edu/etd/850.

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

Council of Science Editors:

McGill RJ. Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students. [Thesis]. University of North Florida; 2018. Available from: https://digitalcommons.unf.edu/etd/850

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


Universitat de Girona

89. Subero Tomás, David. La incorporación de los fondos de conocimiento e identidad en el medio abierto: los proyectos FICAB y EUCAB.

Degree: 2018, Universitat de Girona

 El principal reto de esta tesis, presentada como compendio de publicaciones, consiste en abordar el fenómeno del fracaso escolar, y la falta de sentido del… (more)

Subjects/Keywords: Fons de coneixement; Fondos de conocimiento; Funds of knowledge; Fons d'identitat; Fondos de identidad; Funds of identity; Educació inclusiva; Educación inclusiva; Inclusive education; Joves; Jóvenes; Young people; Educació no formal; Educación no formal; Non-formal education; 37; 159.9

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APA (6th Edition):

Subero Tomás, D. (2018). La incorporación de los fondos de conocimiento e identidad en el medio abierto: los proyectos FICAB y EUCAB. (Thesis). Universitat de Girona. Retrieved from http://hdl.handle.net/10803/663808

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):

Subero Tomás, David. “La incorporación de los fondos de conocimiento e identidad en el medio abierto: los proyectos FICAB y EUCAB.” 2018. Thesis, Universitat de Girona. Accessed June 24, 2019. http://hdl.handle.net/10803/663808.

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

MLA Handbook (7th Edition):

Subero Tomás, David. “La incorporación de los fondos de conocimiento e identidad en el medio abierto: los proyectos FICAB y EUCAB.” 2018. Web. 24 Jun 2019.

Vancouver:

Subero Tomás D. La incorporación de los fondos de conocimiento e identidad en el medio abierto: los proyectos FICAB y EUCAB. [Internet] [Thesis]. Universitat de Girona; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10803/663808.

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

Council of Science Editors:

Subero Tomás D. La incorporación de los fondos de conocimiento e identidad en el medio abierto: los proyectos FICAB y EUCAB. [Thesis]. Universitat de Girona; 2018. Available from: http://hdl.handle.net/10803/663808

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


Massey University

90. Vander Zwaag, Carrie Eileen. An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa.

Degree: PhD, 2018, Massey University

 Disparity in education is a problem confronting educational researchers and practitioners. Within Aotearoa New Zealand, science education inequity is evidenced in a gap - one… (more)

Subjects/Keywords: Science  – Study and teaching (Secondary)  – New Zealand; Children, Maori  – Education (Secondary)  – New Zealand; Gifted children  – Education (Secondary)  – New Zealand; Rural schools  – New Zealand  – Case studies; Inclusive education  – New Zealand  – Case studies; Individualized instruction  – New Zealand  – Case studies; Mixed ability grouping in education  – New Zealand  – Case studies; Pūtaiao; Mātauranga; Waihanga; Ako; Pūkengatanga

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

APA (6th Edition):

Vander Zwaag, C. E. (2018). An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14674

Chicago Manual of Style (16th Edition):

Vander Zwaag, Carrie Eileen. “An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa.” 2018. Doctoral Dissertation, Massey University. Accessed June 24, 2019. http://hdl.handle.net/10179/14674.

MLA Handbook (7th Edition):

Vander Zwaag, Carrie Eileen. “An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa.” 2018. Web. 24 Jun 2019.

Vancouver:

Vander Zwaag CE. An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa. [Internet] [Doctoral dissertation]. Massey University; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10179/14674.

Council of Science Editors:

Vander Zwaag CE. An investigation into differentiation in a rural Aotearoa New Zealand secondary science setting He waka eke noa. [Doctoral Dissertation]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14674

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