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You searched for subject:(Inclusive education). Showing records 91 – 120 of 1244 total matches.

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University of Minnesota

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Schuelka, Matthew John. “Constructing disability in Bhutan: schools, structures, policies, and global discourses.” 2014. Doctoral Dissertation, University of Minnesota. Accessed July 21, 2019. http://hdl.handle.net/11299/162690.

MLA Handbook (7th Edition):

Schuelka, Matthew John. “Constructing disability in Bhutan: schools, structures, policies, and global discourses.” 2014. Web. 21 Jul 2019.

Vancouver:

Schuelka MJ. Constructing disability in Bhutan: schools, structures, policies, and global discourses. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/11299/162690.

Council of Science Editors:

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


University of Newcastle

92. 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 July 21, 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. 21 Jul 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 Jul 21]. Available from: http://hdl.handle.net/1959.13/1036905.

Council of Science Editors:

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


University of Aberdeen

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

Degree: PhD, 2017, University of Aberdeen

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Doctoral Dissertation, University of Aberdeen. Accessed July 21, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592.

MLA Handbook (7th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Web. 21 Jul 2019.

Vancouver:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Internet] [Doctoral dissertation]. University of Aberdeen; 2017. [cited 2019 Jul 21]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592.

Council of Science Editors:

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Talbert, Kathleen. “Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings.” 2010. Doctoral Dissertation, Texas Woman's University. Accessed July 21, 2019. https://twu-ir.tdl.org/handle/11274/10513.

MLA Handbook (7th Edition):

Talbert, Kathleen. “Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings.” 2010. Web. 21 Jul 2019.

Vancouver:

Talbert K. Teachers' and administrators' perceptions of the delivery of specially designed instruction in inclusive settings. [Internet] [Doctoral dissertation]. Texas Woman's University; 2010. [cited 2019 Jul 21]. Available from: https://twu-ir.tdl.org/handle/11274/10513.

Council of Science Editors:

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


University of Johannesburg

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

Degree: 2009, University of Johannesburg

M.Ed.

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Shavhani, Ntakadzeni Nkhangweleni. “Primary school principals' perceptions of diverse learning needs in the Thohoyandou area.” 2009. Thesis, University of Johannesburg. Accessed July 21, 2019. http://hdl.handle.net/10210/2028.

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

MLA Handbook (7th Edition):

Shavhani, Ntakadzeni Nkhangweleni. “Primary school principals' perceptions of diverse learning needs in the Thohoyandou area.” 2009. Web. 21 Jul 2019.

Vancouver:

Shavhani NN. Primary school principals' perceptions of diverse learning needs in the Thohoyandou area. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10210/2028.

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

Council of Science Editors:

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

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


University of Debrecen

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

Degree: DE – Egészségügyi Kar, University of Debrecen

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

Subjects/Keywords: inclusive education; autism

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hatahet, Mais. “The impact of inclusive education for children with autism on parental life satisfaction .” Thesis, University of Debrecen. Accessed July 21, 2019. http://hdl.handle.net/2437/265839.

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

MLA Handbook (7th Edition):

Hatahet, Mais. “The impact of inclusive education for children with autism on parental life satisfaction .” Web. 21 Jul 2019.

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

Vancouver:

Hatahet M. The impact of inclusive education for children with autism on parental life satisfaction . [Internet] [Thesis]. University of Debrecen; [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2437/265839.

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

Council of Science Editors:

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

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Doctoral Dissertation, University of North Dakota. Accessed July 21, 2019. https://commons.und.edu/theses/1763.

MLA Handbook (7th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Web. 21 Jul 2019.

Vancouver:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Jul 21]. Available from: https://commons.und.edu/theses/1763.

Council of Science Editors:

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

98. Braun, Sheena. Unseen threads: weaving the stories between teacher beliefs and classroom practice.

Degree: Educational Administration, Foundations and Psychology, 2011, University of Manitoba

 This qualitative research study examines the relationship between three teacher participants’ beliefs and their classroom practices as it relates to the ongoing implementation of inclusive(more)

Subjects/Keywords: Inclusive education

…1994, p. 6) represented international consensus in favour of inclusive education… …classrooms may be incongruence between inclusive education‟s legislated policy, teacher stated… …beliefs and classroom practices. The Nature of Inclusion Interest in inclusive education and the… …broader human rights movement(Avramidis & Norwich, 2002), inclusive education aligns… …integration, inclusive education gets lost in its own history with the ambiguity of the concepts… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Braun, S. (2011). Unseen threads: weaving the stories between teacher beliefs and classroom practice. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4912

Chicago Manual of Style (16th Edition):

Braun, Sheena. “Unseen threads: weaving the stories between teacher beliefs and classroom practice.” 2011. Masters Thesis, University of Manitoba. Accessed July 21, 2019. http://hdl.handle.net/1993/4912.

MLA Handbook (7th Edition):

Braun, Sheena. “Unseen threads: weaving the stories between teacher beliefs and classroom practice.” 2011. Web. 21 Jul 2019.

Vancouver:

Braun S. Unseen threads: weaving the stories between teacher beliefs and classroom practice. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1993/4912.

Council of Science Editors:

Braun S. Unseen threads: weaving the stories between teacher beliefs and classroom practice. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4912


University of Western Ontario

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

Degree: 2019, University of Western Ontario

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Charles, Evan. “Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time.” 2019. Thesis, University of Western Ontario. Accessed July 21, 2019. https://ir.lib.uwo.ca/etd/6178.

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

MLA Handbook (7th Edition):

Charles, Evan. “Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time.” 2019. Web. 21 Jul 2019.

Vancouver:

Charles E. Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2019 Jul 21]. Available from: https://ir.lib.uwo.ca/etd/6178.

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

Council of Science Editors:

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

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


University of Kansas

100. Siuty, Molly Elizabeth. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.

Degree: PhD, Special Education, 2017, University of Kansas

 Urban education systems serve nearly 16 million students and employ almost one million teachers in the United States. The preparation of teachers for urban settings… (more)

Subjects/Keywords: Special education; inclusive education; teacher education; teacher identity; urban education

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Doctoral Dissertation, University of Kansas. Accessed July 21, 2019. http://hdl.handle.net/1808/26117.

MLA Handbook (7th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Web. 21 Jul 2019.

Vancouver:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1808/26117.

Council of Science Editors:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26117


Arizona State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Waitoller, Federico Roberto. “A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education.” 2011. Doctoral Dissertation, Arizona State University. Accessed July 21, 2019. http://repository.asu.edu/items/14404.

MLA Handbook (7th Edition):

Waitoller, Federico Roberto. “A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education.” 2011. Web. 21 Jul 2019.

Vancouver:

Waitoller FR. A Socio-cultural Analysis of Teacher Learning: Developing Professional Identities amidst Struggles for Inclusive Education. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jul 21]. Available from: http://repository.asu.edu/items/14404.

Council of Science Editors:

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


Miami University

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

Degree: PhD, Educational Leadership, 2006, Miami University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kilgore, Jenny. “RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY.” 2006. Doctoral Dissertation, Miami University. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574.

MLA Handbook (7th Edition):

Kilgore, Jenny. “RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY.” 2006. Web. 21 Jul 2019.

Vancouver:

Kilgore J. RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY. [Internet] [Doctoral dissertation]. Miami University; 2006. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574.

Council of Science Editors:

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

103. Baltag, Irina. Construção de uma escola inclusiva: realidade(s) e futuro(s).

Degree: 2014, Universidade de Évora

 Goodlad & Lovitt (1993 citados por Praisner, 2003), sugerem que a decisão de desenvolver uma escola inclusiva exige mudanças de mentalidades dos principais agentes educativos… (more)

Subjects/Keywords: Educação inclusiva; Diretores/coordenadores; Práticas inclusivas; Diversidade; Inclusive education; Directors/coordinators; Inclusive practices; Diversity

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APA (6th Edition):

Baltag, I. (2014). Construção de uma escola inclusiva: realidade(s) e futuro(s). (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/12557

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):

Baltag, Irina. “Construção de uma escola inclusiva: realidade(s) e futuro(s).” 2014. Thesis, Universidade de Évora. Accessed July 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/12557.

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

MLA Handbook (7th Edition):

Baltag, Irina. “Construção de uma escola inclusiva: realidade(s) e futuro(s).” 2014. Web. 21 Jul 2019.

Vancouver:

Baltag I. Construção de uma escola inclusiva: realidade(s) e futuro(s). [Internet] [Thesis]. Universidade de Évora; 2014. [cited 2019 Jul 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/12557.

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

Council of Science Editors:

Baltag I. Construção de uma escola inclusiva: realidade(s) e futuro(s). [Thesis]. Universidade de Évora; 2014. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/12557

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


University of Oxford

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

Degree: PhD, 2009, University of Oxford

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hurairah, Huraini. “Inclusive education and educational diversity : a study of Brunei Government schools.” 2009. Doctoral Dissertation, University of Oxford. Accessed July 21, 2019. http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779.

MLA Handbook (7th Edition):

Hurairah, Huraini. “Inclusive education and educational diversity : a study of Brunei Government schools.” 2009. Web. 21 Jul 2019.

Vancouver:

Hurairah H. Inclusive education and educational diversity : a study of Brunei Government schools. [Internet] [Doctoral dissertation]. University of Oxford; 2009. [cited 2019 Jul 21]. Available from: http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519779.

Council of Science Editors:

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


Nelson Mandela Metropolitan University

105. Townsend, Sharon Brenda. The need for a remedial qualification within inclusive education.

Degree: MEd, Nelson Mandela Metropolitan University; Faculty of Edication, 2007, Nelson Mandela Metropolitan University

 Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as… (more)

Subjects/Keywords: Remedial teaching; Inclusive education; Children with disabilities  – Education; Mainstreaming in education

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APA (6th Edition):

Townsend, S. B. (2007). The need for a remedial qualification within inclusive education. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/622

Chicago Manual of Style (16th Edition):

Townsend, Sharon Brenda. “The need for a remedial qualification within inclusive education.” 2007. Masters Thesis, Nelson Mandela Metropolitan University. Accessed July 21, 2019. http://hdl.handle.net/10948/622.

MLA Handbook (7th Edition):

Townsend, Sharon Brenda. “The need for a remedial qualification within inclusive education.” 2007. Web. 21 Jul 2019.

Vancouver:

Townsend SB. The need for a remedial qualification within inclusive education. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2007. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10948/622.

Council of Science Editors:

Townsend SB. The need for a remedial qualification within inclusive education. [Masters Thesis]. Nelson Mandela Metropolitan University; 2007. Available from: http://hdl.handle.net/10948/622


Ryerson University

106. Lobel, Rachel. Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System.

Degree: 2011, Ryerson University

 Although schools have the potential to be inclusive spaces for children and youth from all backgrounds, the current study has found that in Ontario, newcomer… (more)

Subjects/Keywords: Indigenous peoples  – Education  – Ontario; Native peoples  – Education  – Ontario; Inclusive education

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

APA (6th Edition):

Lobel, R. (2011). Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6214

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):

Lobel, Rachel. “Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System.” 2011. Thesis, Ryerson University. Accessed July 21, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6214.

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

MLA Handbook (7th Edition):

Lobel, Rachel. “Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System.” 2011. Web. 21 Jul 2019.

Vancouver:

Lobel R. Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System. [Internet] [Thesis]. Ryerson University; 2011. [cited 2019 Jul 21]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6214.

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

Council of Science Editors:

Lobel R. Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System. [Thesis]. Ryerson University; 2011. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6214

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


SUNY College at Brockport

107. Alkire, Meghan Marie. What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?.

Degree: MSEd, Education and Human Development, 2010, SUNY College at Brockport

  The goal for this study was to create a list of techniques for co-teachers based on the components of co-teaching for which the co-teachers… (more)

Subjects/Keywords: THESIS 2002; special education; inclusive Education; teacher preparation; teaching teams; Education

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

APA (6th Edition):

Alkire, M. M. (2010). What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/37

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):

Alkire, Meghan Marie. “What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?.” 2010. Thesis, SUNY College at Brockport. Accessed July 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/37.

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

MLA Handbook (7th Edition):

Alkire, Meghan Marie. “What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?.” 2010. Web. 21 Jul 2019.

Vancouver:

Alkire MM. What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Jul 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/37.

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

Council of Science Editors:

Alkire MM. What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/ehd_theses/37

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


SUNY College at Brockport

108. McMillan, Nicole M. Inclusive Education: The Benefits and the Obstacles.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  The consideration of the benefits and challenges of inclusive education is more than the latest educational trend. It is an ongoing topic of study… (more)

Subjects/Keywords: inclusive education; NCLB; IDEA; LRE; general education; student disability; Education

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APA (6th Edition):

McMillan, N. M. (2008). Inclusive Education: The Benefits and the Obstacles. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/445

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):

McMillan, Nicole M. “Inclusive Education: The Benefits and the Obstacles.” 2008. Thesis, SUNY College at Brockport. Accessed July 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/445.

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

MLA Handbook (7th Edition):

McMillan, Nicole M. “Inclusive Education: The Benefits and the Obstacles.” 2008. Web. 21 Jul 2019.

Vancouver:

McMillan NM. Inclusive Education: The Benefits and the Obstacles. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Jul 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/445.

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

Council of Science Editors:

McMillan NM. Inclusive Education: The Benefits and the Obstacles. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/445

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


University of KwaZulu-Natal

109. Hoosen, Zaheera Bibi. Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.

Degree: 2016, University of KwaZulu-Natal

 After the first democratic elections in 1994 the South African Government was faced with many challenges within the Education System. The Government committed itself to… (more)

Subjects/Keywords: Inclusive Education.; Special Education.; Teachers of Children with Disabilities.; Theses - Education.

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

APA (6th Edition):

Hoosen, Z. B. (2016). Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15381

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):

Hoosen, Zaheera Bibi. “Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.” 2016. Thesis, University of KwaZulu-Natal. Accessed July 21, 2019. http://hdl.handle.net/10413/15381.

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

MLA Handbook (7th Edition):

Hoosen, Zaheera Bibi. “Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.” 2016. Web. 21 Jul 2019.

Vancouver:

Hoosen ZB. Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10413/15381.

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

Council of Science Editors:

Hoosen ZB. Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15381

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


University of Gothenburg / Göteborgs Universitet

110. Taneja Johansson, Shruti. Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India.

Degree: 2015, University of Gothenburg / Göteborgs Universitet

Informed by the significance given to context in the postcolonial critique of disability in the South, the overall aim of this thesis is to develop… (more)

Subjects/Keywords: autism; disability; inclusive education; special education; education; parent; school; India; South

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APA (6th Edition):

Taneja Johansson, S. (2015). Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/40534

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):

Taneja Johansson, Shruti. “Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India.” 2015. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed July 21, 2019. http://hdl.handle.net/2077/40534.

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

MLA Handbook (7th Edition):

Taneja Johansson, Shruti. “Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India.” 2015. Web. 21 Jul 2019.

Vancouver:

Taneja Johansson S. Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2077/40534.

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

Council of Science Editors:

Taneja Johansson S. Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2015. Available from: http://hdl.handle.net/2077/40534

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


Arizona State University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ciyer, Aysegul. “Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators.” 2010. Doctoral Dissertation, Arizona State University. Accessed July 21, 2019. http://repository.asu.edu/items/8808.

MLA Handbook (7th Edition):

Ciyer, Aysegul. “Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators.” 2010. Web. 21 Jul 2019.

Vancouver:

Ciyer A. Developing Inclusive Education Policies and Practices in Turkey: A Study of the Roles of UNESCO and Local Educators. [Internet] [Doctoral dissertation]. Arizona State University; 2010. [cited 2019 Jul 21]. Available from: http://repository.asu.edu/items/8808.

Council of Science Editors:

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

112. Makoelle, Tsediso Michael. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.

Degree: 2013, University of Manchester

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

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

…background to the history of the current South African inclusive education system, followed by a… …the year in which the Department of Education introduced inclusive education as part of the… …Suttner and Cronin 1986). The central idea of inclusive education emanates from the… …THE SOUTH AFRICAN INCLUSIVE EDUCATION SYSTEM South African society has undergone… …introduce inclusive education. Based on recommendations in the joint report (DoE 1997)… 

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

APA (6th Edition):

Makoelle, T. M. (2013). EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332

Chicago Manual of Style (16th Edition):

Makoelle, Tsediso Michael. “EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.” 2013. Doctoral Dissertation, University of Manchester. Accessed July 21, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332.

MLA Handbook (7th Edition):

Makoelle, Tsediso Michael. “EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.” 2013. Web. 21 Jul 2019.

Vancouver:

Makoelle TM. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Jul 21]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332.

Council of Science Editors:

Makoelle TM. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332


University of South Africa

113. Tshifura, Azwihangwisi Rose. Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province .

Degree: 2013, University of South Africa

 The implementation of inclusive education is a challenge to most educators. The real challenge lies in the management of inclusive education. The researcher, therefore, adopted… (more)

Subjects/Keywords: Diverse needs; Equal education for all; Inclusion; Inclusive education; Inclusive schools; Institutional level support teams; Integration; Mainstreaming; Managing inclusive education; Special education needs

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

APA (6th Edition):

Tshifura, A. R. (2013). Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/8838

Chicago Manual of Style (16th Edition):

Tshifura, Azwihangwisi Rose. “Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province .” 2013. Masters Thesis, University of South Africa. Accessed July 21, 2019. http://hdl.handle.net/10500/8838.

MLA Handbook (7th Edition):

Tshifura, Azwihangwisi Rose. “Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province .” 2013. Web. 21 Jul 2019.

Vancouver:

Tshifura AR. Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10500/8838.

Council of Science Editors:

Tshifura AR. Managing inclusive education in primary schools of the Tshinane circuit in Limpopo Province . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/8838


University College Cork

114. Ó Murchú, Finn. Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools.

Degree: 2011, University College Cork

 Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at… (more)

Subjects/Keywords: Team-teaching; Inclusive learning; Post-primary schools; Socio-cultural; Education, Secondary – Ireland; Teaching teams; Inclusive education – Ireland; Mainstreaming in education – Ireland

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

APA (6th Edition):

Ó Murchú, F. (2011). Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/549

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):

Ó Murchú, Finn. “Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools.” 2011. Thesis, University College Cork. Accessed July 21, 2019. http://hdl.handle.net/10468/549.

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

MLA Handbook (7th Edition):

Ó Murchú, Finn. “Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools.” 2011. Web. 21 Jul 2019.

Vancouver:

Ó Murchú F. Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools. [Internet] [Thesis]. University College Cork; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10468/549.

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

Council of Science Editors:

Ó Murchú F. Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools. [Thesis]. University College Cork; 2011. Available from: http://hdl.handle.net/10468/549

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

115. Pires, Albertina Sousa. O contributo das artes visuais numa educação inclusiva para todos: a disciplina de educação artística como potenciadora de aprendizagens no contexto da inclusão nas escolas secundárias.

Degree: 2018, RCAAP

Dissertação de Mestrado em Educação Artística apresentada na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo

Nesta investigação pretende-se refletir sobre o… (more)

Subjects/Keywords: Educação artística; Educação; Inclusão; Educação inclusiva e escola inclusiva; Artistic education; Education; Inclusion; Inclusive education and inclusive school

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

APA (6th Edition):

Pires, A. S. (2018). O contributo das artes visuais numa educação inclusiva para todos: a disciplina de educação artística como potenciadora de aprendizagens no contexto da inclusão nas escolas secundárias. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/2060

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):

Pires, Albertina Sousa. “O contributo das artes visuais numa educação inclusiva para todos: a disciplina de educação artística como potenciadora de aprendizagens no contexto da inclusão nas escolas secundárias.” 2018. Thesis, RCAAP. Accessed July 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/2060.

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

MLA Handbook (7th Edition):

Pires, Albertina Sousa. “O contributo das artes visuais numa educação inclusiva para todos: a disciplina de educação artística como potenciadora de aprendizagens no contexto da inclusão nas escolas secundárias.” 2018. Web. 21 Jul 2019.

Vancouver:

Pires AS. O contributo das artes visuais numa educação inclusiva para todos: a disciplina de educação artística como potenciadora de aprendizagens no contexto da inclusão nas escolas secundárias. [Internet] [Thesis]. RCAAP; 2018. [cited 2019 Jul 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/2060.

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

Council of Science Editors:

Pires AS. O contributo das artes visuais numa educação inclusiva para todos: a disciplina de educação artística como potenciadora de aprendizagens no contexto da inclusão nas escolas secundárias. [Thesis]. RCAAP; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/2060

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


University of KwaZulu-Natal

116. Devnath, Cheryl K. Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal.

Degree: 2016, University of KwaZulu-Natal

 This research sought to explore how the partnership between the school for the deaf and the hearing parents are managed. It was conducted and completed… (more)

Subjects/Keywords: Deaf Children - Education - KwaZulu-Natal.; Special Education - KwaZulu-Natal.; Inclusive Education.; Special Education.; Theses - Education.

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

APA (6th Edition):

Devnath, C. K. (2016). Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15422

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):

Devnath, Cheryl K. “Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal.” 2016. Thesis, University of KwaZulu-Natal. Accessed July 21, 2019. http://hdl.handle.net/10413/15422.

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

MLA Handbook (7th Edition):

Devnath, Cheryl K. “Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal.” 2016. Web. 21 Jul 2019.

Vancouver:

Devnath CK. Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10413/15422.

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

Council of Science Editors:

Devnath CK. Exploring how partnerships between a school for the deaf and hearing parents and is managed : perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15422

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


University of Zululand

117. Jacobs, Merise K. An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal .

Degree: 2015, University of Zululand

 Currently, South Africa is in phase two of implementing 50 full-service schools (FSS) and further development is said to be based on results from immediate… (more)

Subjects/Keywords: inclusive education  – full service  – education white paper 6  – barriers

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APA (6th Edition):

Jacobs, M. K. (2015). An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1445

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):

Jacobs, Merise K. “An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal .” 2015. Thesis, University of Zululand. Accessed July 21, 2019. http://hdl.handle.net/10530/1445.

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

MLA Handbook (7th Edition):

Jacobs, Merise K. “An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal .” 2015. Web. 21 Jul 2019.

Vancouver:

Jacobs MK. An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal . [Internet] [Thesis]. University of Zululand; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10530/1445.

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

Council of Science Editors:

Jacobs MK. An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal . [Thesis]. University of Zululand; 2015. Available from: http://hdl.handle.net/10530/1445

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

118. Batistão, Sandra Paula da Silva. Educação Inclusiva ou Educação para todos? Contribuições da teoria histórico-cultural para uma análise crítica da realidade escolar.

Degree: Mestrado, Mudança Social e Participação Política, 2013, University of São Paulo

Esta pesquisa tem como objetivo analisar os limites e as possibilidades da educação inclusiva a partir da gestão de política pública para o exercício da… (more)

Subjects/Keywords: Educação; Educação inclusiva; Education; Inclusive education; Políticas de estado; State policies

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

APA (6th Edition):

Batistão, S. P. d. S. (2013). Educação Inclusiva ou Educação para todos? Contribuições da teoria histórico-cultural para uma análise crítica da realidade escolar. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/100/100134/tde-13112014-094153/ ;

Chicago Manual of Style (16th Edition):

Batistão, Sandra Paula da Silva. “Educação Inclusiva ou Educação para todos? Contribuições da teoria histórico-cultural para uma análise crítica da realidade escolar.” 2013. Masters Thesis, University of São Paulo. Accessed July 21, 2019. http://www.teses.usp.br/teses/disponiveis/100/100134/tde-13112014-094153/ ;.

MLA Handbook (7th Edition):

Batistão, Sandra Paula da Silva. “Educação Inclusiva ou Educação para todos? Contribuições da teoria histórico-cultural para uma análise crítica da realidade escolar.” 2013. Web. 21 Jul 2019.

Vancouver:

Batistão SPdS. Educação Inclusiva ou Educação para todos? Contribuições da teoria histórico-cultural para uma análise crítica da realidade escolar. [Internet] [Masters thesis]. University of São Paulo; 2013. [cited 2019 Jul 21]. Available from: http://www.teses.usp.br/teses/disponiveis/100/100134/tde-13112014-094153/ ;.

Council of Science Editors:

Batistão SPdS. Educação Inclusiva ou Educação para todos? Contribuições da teoria histórico-cultural para uma análise crítica da realidade escolar. [Masters Thesis]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/100/100134/tde-13112014-094153/ ;


University of Alberta

119. Davis, Nancy A. Inclusion within the middle school years.

Degree: MEd, Department of Educational Policy Studies, 2002, University of Alberta

"Spring 2002"

Subjects/Keywords: Inclusive education.; Middle school education.

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APA (6th Edition):

Davis, N. A. (2002). Inclusion within the middle school years. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/r781wh79z

Chicago Manual of Style (16th Edition):

Davis, Nancy A. “Inclusion within the middle school years.” 2002. Masters Thesis, University of Alberta. Accessed July 21, 2019. https://era.library.ualberta.ca/files/r781wh79z.

MLA Handbook (7th Edition):

Davis, Nancy A. “Inclusion within the middle school years.” 2002. Web. 21 Jul 2019.

Vancouver:

Davis NA. Inclusion within the middle school years. [Internet] [Masters thesis]. University of Alberta; 2002. [cited 2019 Jul 21]. Available from: https://era.library.ualberta.ca/files/r781wh79z.

Council of Science Editors:

Davis NA. Inclusion within the middle school years. [Masters Thesis]. University of Alberta; 2002. Available from: https://era.library.ualberta.ca/files/r781wh79z

120. Acuña, José Tadeu [UNESP]. Interface entre Psicologia e Educação Especial em contexto escolar.

Degree: 2017, Universidade Estadual Paulista

 Os sistemas educacionais brasileiros encontram-se com o desafio de atender no âmbito da classe comum os estudantes público-alvo da educação especial, para os quais estão… (more)

Subjects/Keywords: Educação Inclusiva; Educação Especial; Psicologia; Inclusive Education; Special Education; Psychology

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

APA (6th Edition):

Acuña, J. T. [. (2017). Interface entre Psicologia e Educação Especial em contexto escolar. (Thesis). Universidade Estadual Paulista. Retrieved from http://hdl.handle.net/11449/152045

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):

Acuña, José Tadeu [UNESP]. “Interface entre Psicologia e Educação Especial em contexto escolar.” 2017. Thesis, Universidade Estadual Paulista. Accessed July 21, 2019. http://hdl.handle.net/11449/152045.

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

MLA Handbook (7th Edition):

Acuña, José Tadeu [UNESP]. “Interface entre Psicologia e Educação Especial em contexto escolar.” 2017. Web. 21 Jul 2019.

Vancouver:

Acuña JT[. Interface entre Psicologia e Educação Especial em contexto escolar. [Internet] [Thesis]. Universidade Estadual Paulista; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/11449/152045.

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

Council of Science Editors:

Acuña JT[. Interface entre Psicologia e Educação Especial em contexto escolar. [Thesis]. Universidade Estadual Paulista; 2017. Available from: http://hdl.handle.net/11449/152045

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

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