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You searched for subject:(inclusion). Showing records 1 – 30 of 3921 total matches.

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University of Waikato

1. Brougham, David M. Exploring Inclusion, Support and Culture in the Workplace: A Study of Māori and European Employees .

Degree: 2013, University of Waikato

 New Zealand boasts a wide range of vibrant and contrasting cultures within the workplace. This level of cultural diversity within New Zealand is set to… (more)

Subjects/Keywords: Inclusion

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APA (6th Edition):

Brougham, D. M. (2013). Exploring Inclusion, Support and Culture in the Workplace: A Study of Māori and European Employees . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/8327

Chicago Manual of Style (16th Edition):

Brougham, David M. “Exploring Inclusion, Support and Culture in the Workplace: A Study of Māori and European Employees .” 2013. Doctoral Dissertation, University of Waikato. Accessed May 31, 2020. http://hdl.handle.net/10289/8327.

MLA Handbook (7th Edition):

Brougham, David M. “Exploring Inclusion, Support and Culture in the Workplace: A Study of Māori and European Employees .” 2013. Web. 31 May 2020.

Vancouver:

Brougham DM. Exploring Inclusion, Support and Culture in the Workplace: A Study of Māori and European Employees . [Internet] [Doctoral dissertation]. University of Waikato; 2013. [cited 2020 May 31]. Available from: http://hdl.handle.net/10289/8327.

Council of Science Editors:

Brougham DM. Exploring Inclusion, Support and Culture in the Workplace: A Study of Māori and European Employees . [Doctoral Dissertation]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/8327


University of Waterloo

2. Rafferty, Zara. “Everybody Can Dance the Colour Pink”: A Phenomenological Exploration of the Meanings and Experiences of Inclusive Arts Programs for Practitioners.

Degree: 2010, University of Waterloo

 While the arts have gained a more prominent place in inclusive educational settings, inclusive arts programming in the context of community recreation requires further exploration.… (more)

Subjects/Keywords: inclusion; arts

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APA (6th Edition):

Rafferty, Z. (2010). “Everybody Can Dance the Colour Pink”: A Phenomenological Exploration of the Meanings and Experiences of Inclusive Arts Programs for Practitioners. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/5039

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):

Rafferty, Zara. ““Everybody Can Dance the Colour Pink”: A Phenomenological Exploration of the Meanings and Experiences of Inclusive Arts Programs for Practitioners.” 2010. Thesis, University of Waterloo. Accessed May 31, 2020. http://hdl.handle.net/10012/5039.

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

MLA Handbook (7th Edition):

Rafferty, Zara. ““Everybody Can Dance the Colour Pink”: A Phenomenological Exploration of the Meanings and Experiences of Inclusive Arts Programs for Practitioners.” 2010. Web. 31 May 2020.

Vancouver:

Rafferty Z. “Everybody Can Dance the Colour Pink”: A Phenomenological Exploration of the Meanings and Experiences of Inclusive Arts Programs for Practitioners. [Internet] [Thesis]. University of Waterloo; 2010. [cited 2020 May 31]. Available from: http://hdl.handle.net/10012/5039.

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

Council of Science Editors:

Rafferty Z. “Everybody Can Dance the Colour Pink”: A Phenomenological Exploration of the Meanings and Experiences of Inclusive Arts Programs for Practitioners. [Thesis]. University of Waterloo; 2010. Available from: http://hdl.handle.net/10012/5039

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


Queens University

3. Lopes, Vicki. Factors Predicting the Social Participation of Children With and Without Developmental Disabilities .

Degree: Psychology, 2012, Queens University

 Although participation in social, recreational, and leisure activities is essential to overall well being, children with developmental disabilities (DD) participate in fewer activities than their… (more)

Subjects/Keywords: inclusion; participation

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APA (6th Edition):

Lopes, V. (2012). Factors Predicting the Social Participation of Children With and Without Developmental Disabilities . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7444

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):

Lopes, Vicki. “Factors Predicting the Social Participation of Children With and Without Developmental Disabilities .” 2012. Thesis, Queens University. Accessed May 31, 2020. http://hdl.handle.net/1974/7444.

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

MLA Handbook (7th Edition):

Lopes, Vicki. “Factors Predicting the Social Participation of Children With and Without Developmental Disabilities .” 2012. Web. 31 May 2020.

Vancouver:

Lopes V. Factors Predicting the Social Participation of Children With and Without Developmental Disabilities . [Internet] [Thesis]. Queens University; 2012. [cited 2020 May 31]. Available from: http://hdl.handle.net/1974/7444.

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

Council of Science Editors:

Lopes V. Factors Predicting the Social Participation of Children With and Without Developmental Disabilities . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7444

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


Penn State University

4. Savini, Denise Danielle. AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING.

Degree: PhD, Curriculum and Instruction, 2011, Penn State University

 The purpose of this study was to explore the collaboration of co-teachers in a secondary inclusive setting through an autoethnographic approach. “In terms of labels,… (more)

Subjects/Keywords: secondary; collaboration; inclusion

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APA (6th Edition):

Savini, D. D. (2011). AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12230

Chicago Manual of Style (16th Edition):

Savini, Denise Danielle. “AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING.” 2011. Doctoral Dissertation, Penn State University. Accessed May 31, 2020. https://etda.libraries.psu.edu/catalog/12230.

MLA Handbook (7th Edition):

Savini, Denise Danielle. “AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING.” 2011. Web. 31 May 2020.

Vancouver:

Savini DD. AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2020 May 31]. Available from: https://etda.libraries.psu.edu/catalog/12230.

Council of Science Editors:

Savini DD. AN AUTOETHNOGRAPHIC CASE STUDY OF A COLLABORATION WITHIN A SECONDARY CO-TEACHING INCLUSIVE SETTING. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12230


University of Manchester

5. Charters, Lucy. What does good provision for pupils with Autistic Spectrum Disorder look like? : the search for a model of good practice.

Degree: Thesis (EdD), 2014, University of Manchester

 With an expansion of knowledge and interest in ASD, widening diagnostic criteria and an increasing number of students being diagnosed, it is important to address… (more)

Subjects/Keywords: 371.9; ASD; Inclusion

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APA (6th Edition):

Charters, L. (2014). What does good provision for pupils with Autistic Spectrum Disorder look like? : the search for a model of good practice. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/what-does-good-provision-for-pupils-with-autistic-spectrum-disorder-look-like-the-search-for-a-model-of-good-practice(6f20116b-a5b0-4589-8628-8227d5d35c22).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632317

Chicago Manual of Style (16th Edition):

Charters, Lucy. “What does good provision for pupils with Autistic Spectrum Disorder look like? : the search for a model of good practice.” 2014. Doctoral Dissertation, University of Manchester. Accessed May 31, 2020. https://www.research.manchester.ac.uk/portal/en/theses/what-does-good-provision-for-pupils-with-autistic-spectrum-disorder-look-like-the-search-for-a-model-of-good-practice(6f20116b-a5b0-4589-8628-8227d5d35c22).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632317.

MLA Handbook (7th Edition):

Charters, Lucy. “What does good provision for pupils with Autistic Spectrum Disorder look like? : the search for a model of good practice.” 2014. Web. 31 May 2020.

Vancouver:

Charters L. What does good provision for pupils with Autistic Spectrum Disorder look like? : the search for a model of good practice. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2020 May 31]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/what-does-good-provision-for-pupils-with-autistic-spectrum-disorder-look-like-the-search-for-a-model-of-good-practice(6f20116b-a5b0-4589-8628-8227d5d35c22).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632317.

Council of Science Editors:

Charters L. What does good provision for pupils with Autistic Spectrum Disorder look like? : the search for a model of good practice. [Doctoral Dissertation]. University of Manchester; 2014. Available from: https://www.research.manchester.ac.uk/portal/en/theses/what-does-good-provision-for-pupils-with-autistic-spectrum-disorder-look-like-the-search-for-a-model-of-good-practice(6f20116b-a5b0-4589-8628-8227d5d35c22).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632317


University of Rochester

6. Hildenbrand, Susan M. Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study.

Degree: EdD, 2009, University of Rochester

 The passage of current educational legislation such as the Individuals with Disabilities Education Act (IDEA) and the more recent No Child Left Behind (NCLB) Act… (more)

Subjects/Keywords: Co-teaching; Inclusion

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

APA (6th Edition):

Hildenbrand, S. M. (2009). Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/7543

Chicago Manual of Style (16th Edition):

Hildenbrand, Susan M. “Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study.” 2009. Doctoral Dissertation, University of Rochester. Accessed May 31, 2020. http://hdl.handle.net/1802/7543.

MLA Handbook (7th Edition):

Hildenbrand, Susan M. “Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study.” 2009. Web. 31 May 2020.

Vancouver:

Hildenbrand SM. Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study. [Internet] [Doctoral dissertation]. University of Rochester; 2009. [cited 2020 May 31]. Available from: http://hdl.handle.net/1802/7543.

Council of Science Editors:

Hildenbrand SM. Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study. [Doctoral Dissertation]. University of Rochester; 2009. Available from: http://hdl.handle.net/1802/7543


University of Pretoria

7. Moloi, Mindy. Strategies for optimising financial inclusion in South Africa.

Degree: Gordon Institute of Business Science (GIBS), 2010, University of Pretoria

 An underlying premise of this study was that the formal financial sector has an important role to play in the process of assisting the development… (more)

Subjects/Keywords: UCTD; Financial inclusion

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APA (6th Edition):

Moloi, M. (2010). Strategies for optimising financial inclusion in South Africa. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24398

Chicago Manual of Style (16th Edition):

Moloi, Mindy. “Strategies for optimising financial inclusion in South Africa.” 2010. Masters Thesis, University of Pretoria. Accessed May 31, 2020. http://hdl.handle.net/2263/24398.

MLA Handbook (7th Edition):

Moloi, Mindy. “Strategies for optimising financial inclusion in South Africa.” 2010. Web. 31 May 2020.

Vancouver:

Moloi M. Strategies for optimising financial inclusion in South Africa. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2020 May 31]. Available from: http://hdl.handle.net/2263/24398.

Council of Science Editors:

Moloi M. Strategies for optimising financial inclusion in South Africa. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/24398


University of Pretoria

8. [No author]. Strategies for optimising financial inclusion in South Africa .

Degree: 2010, University of Pretoria

 An underlying premise of this study was that the formal financial sector has an important role to play in the process of assisting the development… (more)

Subjects/Keywords: UCTD; Financial inclusion

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APA (6th Edition):

author], [. (2010). Strategies for optimising financial inclusion in South Africa . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05062010-141549/

Chicago Manual of Style (16th Edition):

author], [No. “Strategies for optimising financial inclusion in South Africa .” 2010. Masters Thesis, University of Pretoria. Accessed May 31, 2020. http://upetd.up.ac.za/thesis/available/etd-05062010-141549/.

MLA Handbook (7th Edition):

author], [No. “Strategies for optimising financial inclusion in South Africa .” 2010. Web. 31 May 2020.

Vancouver:

author] [. Strategies for optimising financial inclusion in South Africa . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2020 May 31]. Available from: http://upetd.up.ac.za/thesis/available/etd-05062010-141549/.

Council of Science Editors:

author] [. Strategies for optimising financial inclusion in South Africa . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-05062010-141549/


Texas A&M University

9. Dixon, Nkrumah Henry. The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study.

Degree: PhD, Educational Administration, 2018, Texas A&M University

 This qualitative study is designed to further understand how leaders expand their leadership in an organization that is changing demographics. The purpose of this study… (more)

Subjects/Keywords: Inclusion; Diversity; Leadership

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APA (6th Edition):

Dixon, N. H. (2018). The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174162

Chicago Manual of Style (16th Edition):

Dixon, Nkrumah Henry. “The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study.” 2018. Doctoral Dissertation, Texas A&M University. Accessed May 31, 2020. http://hdl.handle.net/1969.1/174162.

MLA Handbook (7th Edition):

Dixon, Nkrumah Henry. “The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study.” 2018. Web. 31 May 2020.

Vancouver:

Dixon NH. The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 May 31]. Available from: http://hdl.handle.net/1969.1/174162.

Council of Science Editors:

Dixon NH. The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174162


University of Waterloo

10. Trainor, Kyle. Inclusion Body Formation by Mutants of the Tenth Human Fibronectin Type III Domain.

Degree: 2015, University of Waterloo

Inclusion bodies (IBs) are intracellular, insoluble protein aggregates, commonly observed when a protein of interest is expressed at high concentrations in a bacterial cell-based expression… (more)

Subjects/Keywords: protein aggregation inclusion

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APA (6th Edition):

Trainor, K. (2015). Inclusion Body Formation by Mutants of the Tenth Human Fibronectin Type III Domain. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/9239

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):

Trainor, Kyle. “Inclusion Body Formation by Mutants of the Tenth Human Fibronectin Type III Domain.” 2015. Thesis, University of Waterloo. Accessed May 31, 2020. http://hdl.handle.net/10012/9239.

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

MLA Handbook (7th Edition):

Trainor, Kyle. “Inclusion Body Formation by Mutants of the Tenth Human Fibronectin Type III Domain.” 2015. Web. 31 May 2020.

Vancouver:

Trainor K. Inclusion Body Formation by Mutants of the Tenth Human Fibronectin Type III Domain. [Internet] [Thesis]. University of Waterloo; 2015. [cited 2020 May 31]. Available from: http://hdl.handle.net/10012/9239.

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

Council of Science Editors:

Trainor K. Inclusion Body Formation by Mutants of the Tenth Human Fibronectin Type III Domain. [Thesis]. University of Waterloo; 2015. Available from: http://hdl.handle.net/10012/9239

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


University of Manitoba

11. Reimer, Ken. Universal design in education: the missing link?.

Degree: Educational Administration, Foundations and Psychology, 2010, University of Manitoba

 Although Universal Design (UD) was initially an architectural construct, the term is now used in a wide range of disciplines including education. Proponents believe that… (more)

Subjects/Keywords: INCLUSION; UNIVERSAL DESIGN

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APA (6th Edition):

Reimer, K. (2010). Universal design in education: the missing link?. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4062

Chicago Manual of Style (16th Edition):

Reimer, Ken. “Universal design in education: the missing link?.” 2010. Masters Thesis, University of Manitoba. Accessed May 31, 2020. http://hdl.handle.net/1993/4062.

MLA Handbook (7th Edition):

Reimer, Ken. “Universal design in education: the missing link?.” 2010. Web. 31 May 2020.

Vancouver:

Reimer K. Universal design in education: the missing link?. [Internet] [Masters thesis]. University of Manitoba; 2010. [cited 2020 May 31]. Available from: http://hdl.handle.net/1993/4062.

Council of Science Editors:

Reimer K. Universal design in education: the missing link?. [Masters Thesis]. University of Manitoba; 2010. Available from: http://hdl.handle.net/1993/4062


University of Texas – Austin

12. -6938-7472. Realizing inclusive social justice leadership : two principals narrate their transformative journeys.

Degree: PhD, Special Education, 2015, University of Texas – Austin

 This interpretive biographical case study relies on the personal narratives of two successful public school principals to explore and build upon current theory of inclusive… (more)

Subjects/Keywords: Inclusion; Social justice

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APA (6th Edition):

-6938-7472. (2015). Realizing inclusive social justice leadership : two principals narrate their transformative journeys. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31695

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6938-7472. “Realizing inclusive social justice leadership : two principals narrate their transformative journeys.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed May 31, 2020. http://hdl.handle.net/2152/31695.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6938-7472. “Realizing inclusive social justice leadership : two principals narrate their transformative journeys.” 2015. Web. 31 May 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6938-7472. Realizing inclusive social justice leadership : two principals narrate their transformative journeys. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 May 31]. Available from: http://hdl.handle.net/2152/31695.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6938-7472. Realizing inclusive social justice leadership : two principals narrate their transformative journeys. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31695

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Victoria University of Wellington

13. Hunt, Emily J. What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?.

Degree: 2019, Victoria University of Wellington

 The fostering of inclusion in modern mainstream schools can be challenging. Student needs are becoming increasingly diverse, funding is scarce, and an attitudinal shift is… (more)

Subjects/Keywords: Inclusion; Musical; Play

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

APA (6th Edition):

Hunt, E. J. (2019). What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8246

Chicago Manual of Style (16th Edition):

Hunt, Emily J. “What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?.” 2019. Masters Thesis, Victoria University of Wellington. Accessed May 31, 2020. http://hdl.handle.net/10063/8246.

MLA Handbook (7th Edition):

Hunt, Emily J. “What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?.” 2019. Web. 31 May 2020.

Vancouver:

Hunt EJ. What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?. [Internet] [Masters thesis]. Victoria University of Wellington; 2019. [cited 2020 May 31]. Available from: http://hdl.handle.net/10063/8246.

Council of Science Editors:

Hunt EJ. What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?. [Masters Thesis]. Victoria University of Wellington; 2019. Available from: http://hdl.handle.net/10063/8246


University of Ghana

14. Ansaful, I. Determinants of Financial Inclusion in Ghana .

Degree: 2019, University of Ghana

 In spite of plethora of evidence endorsing the significance of financial sector development which includes capital markets and the banking sector in the less advanced… (more)

Subjects/Keywords: Financial Inclusion; Ghana

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

APA (6th Edition):

Ansaful, I. (2019). Determinants of Financial Inclusion in Ghana . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/31640

Chicago Manual of Style (16th Edition):

Ansaful, I. “Determinants of Financial Inclusion in Ghana .” 2019. Masters Thesis, University of Ghana. Accessed May 31, 2020. http://ugspace.ug.edu.gh/handle/123456789/31640.

MLA Handbook (7th Edition):

Ansaful, I. “Determinants of Financial Inclusion in Ghana .” 2019. Web. 31 May 2020.

Vancouver:

Ansaful I. Determinants of Financial Inclusion in Ghana . [Internet] [Masters thesis]. University of Ghana; 2019. [cited 2020 May 31]. Available from: http://ugspace.ug.edu.gh/handle/123456789/31640.

Council of Science Editors:

Ansaful I. Determinants of Financial Inclusion in Ghana . [Masters Thesis]. University of Ghana; 2019. Available from: http://ugspace.ug.edu.gh/handle/123456789/31640


University of Illinois – Urbana-Champaign

15. McKenna, Erin F. Converging claims to social inclusion via tourism in Salvador, Brazil: cosmopolitan tourists and low-income residents.

Degree: PhD, Recreation, Sport, and Tourism, 2016, University of Illinois – Urbana-Champaign

 As international tourism has become a trillion-dollar industry (UNWTO, 2013) and the world is seemingly more interconnected than ever, we see new trends emerging in… (more)

Subjects/Keywords: Tourism; Social Inclusion

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APA (6th Edition):

McKenna, E. F. (2016). Converging claims to social inclusion via tourism in Salvador, Brazil: cosmopolitan tourists and low-income residents. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90495

Chicago Manual of Style (16th Edition):

McKenna, Erin F. “Converging claims to social inclusion via tourism in Salvador, Brazil: cosmopolitan tourists and low-income residents.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed May 31, 2020. http://hdl.handle.net/2142/90495.

MLA Handbook (7th Edition):

McKenna, Erin F. “Converging claims to social inclusion via tourism in Salvador, Brazil: cosmopolitan tourists and low-income residents.” 2016. Web. 31 May 2020.

Vancouver:

McKenna EF. Converging claims to social inclusion via tourism in Salvador, Brazil: cosmopolitan tourists and low-income residents. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 May 31]. Available from: http://hdl.handle.net/2142/90495.

Council of Science Editors:

McKenna EF. Converging claims to social inclusion via tourism in Salvador, Brazil: cosmopolitan tourists and low-income residents. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90495

16. Fahoum, Dena. Helping General Education Teachers in Inclusive Practices to Support Student's with Exceptionalities by Providing Support in Working with Challenging Behaviors .

Degree: 2013, California State University – San Marcos

 The project explores perspectives on the skills, knowledge, and best practices in working with behavior in inclusive classrooms. Based on a review of the current… (more)

Subjects/Keywords: Behavior; Inclusion; Environment

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

APA (6th Edition):

Fahoum, D. (2013). Helping General Education Teachers in Inclusive Practices to Support Student's with Exceptionalities by Providing Support in Working with Challenging Behaviors . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/361

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):

Fahoum, Dena. “Helping General Education Teachers in Inclusive Practices to Support Student's with Exceptionalities by Providing Support in Working with Challenging Behaviors .” 2013. Thesis, California State University – San Marcos. Accessed May 31, 2020. http://hdl.handle.net/10211.8/361.

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

MLA Handbook (7th Edition):

Fahoum, Dena. “Helping General Education Teachers in Inclusive Practices to Support Student's with Exceptionalities by Providing Support in Working with Challenging Behaviors .” 2013. Web. 31 May 2020.

Vancouver:

Fahoum D. Helping General Education Teachers in Inclusive Practices to Support Student's with Exceptionalities by Providing Support in Working with Challenging Behaviors . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 May 31]. Available from: http://hdl.handle.net/10211.8/361.

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

Council of Science Editors:

Fahoum D. Helping General Education Teachers in Inclusive Practices to Support Student's with Exceptionalities by Providing Support in Working with Challenging Behaviors . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/361

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


North Carolina State University

17. Parker, Justin Michael. Training as a Moderator in the Relationship Between Teachers' Perceived Available Time and Their Support of Inclusive Practices.

Degree: MS, Psychology, 2007, North Carolina State University

 This study examined the relationships between teachers' perceptions of current school practices and their support for moving toward more inclusive practices at their school. An… (more)

Subjects/Keywords: barriers to inclusion; inclusion strategies; inclusion

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APA (6th Edition):

Parker, J. M. (2007). Training as a Moderator in the Relationship Between Teachers' Perceived Available Time and Their Support of Inclusive Practices. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/1378

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

Chicago Manual of Style (16th Edition):

Parker, Justin Michael. “Training as a Moderator in the Relationship Between Teachers' Perceived Available Time and Their Support of Inclusive Practices.” 2007. Thesis, North Carolina State University. Accessed May 31, 2020. http://www.lib.ncsu.edu/resolver/1840.16/1378.

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

MLA Handbook (7th Edition):

Parker, Justin Michael. “Training as a Moderator in the Relationship Between Teachers' Perceived Available Time and Their Support of Inclusive Practices.” 2007. Web. 31 May 2020.

Vancouver:

Parker JM. Training as a Moderator in the Relationship Between Teachers' Perceived Available Time and Their Support of Inclusive Practices. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2020 May 31]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/1378.

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

Council of Science Editors:

Parker JM. Training as a Moderator in the Relationship Between Teachers' Perceived Available Time and Their Support of Inclusive Practices. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/1378

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


Liberty University

18. Whitaker, Kelly Lynn. General Education Teachers’ Perceptions Regarding Inclusion.

Degree: 2011, Liberty University

 The purpose of this study was to determine if there was a difference in middle school general education teachers' perception of the inclusion of students… (more)

Subjects/Keywords: general education; inclusion; Education, Special

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APA (6th Edition):

Whitaker, K. L. (2011). General Education Teachers’ Perceptions Regarding Inclusion. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/463

Chicago Manual of Style (16th Edition):

Whitaker, Kelly Lynn. “General Education Teachers’ Perceptions Regarding Inclusion.” 2011. Doctoral Dissertation, Liberty University. Accessed May 31, 2020. http://digitalcommons.liberty.edu/doctoral/463.

MLA Handbook (7th Edition):

Whitaker, Kelly Lynn. “General Education Teachers’ Perceptions Regarding Inclusion.” 2011. Web. 31 May 2020.

Vancouver:

Whitaker KL. General Education Teachers’ Perceptions Regarding Inclusion. [Internet] [Doctoral dissertation]. Liberty University; 2011. [cited 2020 May 31]. Available from: http://digitalcommons.liberty.edu/doctoral/463.

Council of Science Editors:

Whitaker KL. General Education Teachers’ Perceptions Regarding Inclusion. [Doctoral Dissertation]. Liberty University; 2011. Available from: http://digitalcommons.liberty.edu/doctoral/463


University of Edinburgh

19. Shearer, Greg. Social Pressures and Task Performance.

Degree: 2013, University of Edinburgh

 Previous research has demonstrated the impact of the actions of others on task performance – citing that both social acceptance and ostracism can increase task… (more)

Subjects/Keywords: Task Performance; Inclusion; Exclusion

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

APA (6th Edition):

Shearer, G. (2013). Social Pressures and Task Performance. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8688

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):

Shearer, Greg. “Social Pressures and Task Performance.” 2013. Thesis, University of Edinburgh. Accessed May 31, 2020. http://hdl.handle.net/1842/8688.

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

MLA Handbook (7th Edition):

Shearer, Greg. “Social Pressures and Task Performance.” 2013. Web. 31 May 2020.

Vancouver:

Shearer G. Social Pressures and Task Performance. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 May 31]. Available from: http://hdl.handle.net/1842/8688.

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

Council of Science Editors:

Shearer G. Social Pressures and Task Performance. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8688

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


Penn State University

20. Wenrich, Jill Trostle. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.

Degree: EdD, Educational Leadership, 2012, Penn State University

 Little is known about the dynamics of the relationship between principal and teacher in a co-teaching classroom at the secondary level. Increasing our understanding of… (more)

Subjects/Keywords: Co-Teaching; Team Teaching; Inclusion

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

APA (6th Edition):

Wenrich, J. T. (2012). How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13168

Chicago Manual of Style (16th Edition):

Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Doctoral Dissertation, Penn State University. Accessed May 31, 2020. https://etda.libraries.psu.edu/catalog/13168.

MLA Handbook (7th Edition):

Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Web. 31 May 2020.

Vancouver:

Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2020 May 31]. Available from: https://etda.libraries.psu.edu/catalog/13168.

Council of Science Editors:

Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/13168


Penn State University

21. Mpofu, Chido. PERCEPTIONS OF 4-H EXTENSION EDUCATORS AND VOLUNTEER LEADERS TOWARD THE INCLUSION OF YOUTH WITH ATTENTION DEFICIT HYPERACTIVE DISORDER(S) IN 4-H PROGRAMS.

Degree: MS, Agricultural and Extension Education, 2009, Penn State University

 ABSTRACT The purpose of this study was to determine the challenges, attitudes, training and support systems needed by 4-H Extension Educators and Volunteer Leaders in… (more)

Subjects/Keywords: ADHD; Inclusion; 4-H

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APA (6th Edition):

Mpofu, C. (2009). PERCEPTIONS OF 4-H EXTENSION EDUCATORS AND VOLUNTEER LEADERS TOWARD THE INCLUSION OF YOUTH WITH ATTENTION DEFICIT HYPERACTIVE DISORDER(S) IN 4-H PROGRAMS. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10219

Chicago Manual of Style (16th Edition):

Mpofu, Chido. “PERCEPTIONS OF 4-H EXTENSION EDUCATORS AND VOLUNTEER LEADERS TOWARD THE INCLUSION OF YOUTH WITH ATTENTION DEFICIT HYPERACTIVE DISORDER(S) IN 4-H PROGRAMS.” 2009. Masters Thesis, Penn State University. Accessed May 31, 2020. https://etda.libraries.psu.edu/catalog/10219.

MLA Handbook (7th Edition):

Mpofu, Chido. “PERCEPTIONS OF 4-H EXTENSION EDUCATORS AND VOLUNTEER LEADERS TOWARD THE INCLUSION OF YOUTH WITH ATTENTION DEFICIT HYPERACTIVE DISORDER(S) IN 4-H PROGRAMS.” 2009. Web. 31 May 2020.

Vancouver:

Mpofu C. PERCEPTIONS OF 4-H EXTENSION EDUCATORS AND VOLUNTEER LEADERS TOWARD THE INCLUSION OF YOUTH WITH ATTENTION DEFICIT HYPERACTIVE DISORDER(S) IN 4-H PROGRAMS. [Internet] [Masters thesis]. Penn State University; 2009. [cited 2020 May 31]. Available from: https://etda.libraries.psu.edu/catalog/10219.

Council of Science Editors:

Mpofu C. PERCEPTIONS OF 4-H EXTENSION EDUCATORS AND VOLUNTEER LEADERS TOWARD THE INCLUSION OF YOUTH WITH ATTENTION DEFICIT HYPERACTIVE DISORDER(S) IN 4-H PROGRAMS. [Masters Thesis]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10219


University of Manchester

22. Camino, Elizabeth. The impact of government and local authority policy and practice on promoting inclusive education and effective multiagency services for young people in a pupil referral unit.

Degree: PhD, 2013, University of Manchester

 A great deal of educational, psychological, medical and social service expertise, time and money is devoted to a small population of children and young people… (more)

Subjects/Keywords: 371.9; Inclusion; Multiagency provision

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

APA (6th Edition):

Camino, E. (2013). The impact of government and local authority policy and practice on promoting inclusive education and effective multiagency services for young people in a pupil referral unit. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-government-and-local-authority-policy-and-practice-on-promoting-inclusive-education-and-effective-multiagency-services-for-young-people-in-a-pupil-referral-unit(bc0d3431-e762-4991-9f03-9e433f37b107).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607020

Chicago Manual of Style (16th Edition):

Camino, Elizabeth. “The impact of government and local authority policy and practice on promoting inclusive education and effective multiagency services for young people in a pupil referral unit.” 2013. Doctoral Dissertation, University of Manchester. Accessed May 31, 2020. https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-government-and-local-authority-policy-and-practice-on-promoting-inclusive-education-and-effective-multiagency-services-for-young-people-in-a-pupil-referral-unit(bc0d3431-e762-4991-9f03-9e433f37b107).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607020.

MLA Handbook (7th Edition):

Camino, Elizabeth. “The impact of government and local authority policy and practice on promoting inclusive education and effective multiagency services for young people in a pupil referral unit.” 2013. Web. 31 May 2020.

Vancouver:

Camino E. The impact of government and local authority policy and practice on promoting inclusive education and effective multiagency services for young people in a pupil referral unit. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2020 May 31]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-government-and-local-authority-policy-and-practice-on-promoting-inclusive-education-and-effective-multiagency-services-for-young-people-in-a-pupil-referral-unit(bc0d3431-e762-4991-9f03-9e433f37b107).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607020.

Council of Science Editors:

Camino E. The impact of government and local authority policy and practice on promoting inclusive education and effective multiagency services for young people in a pupil referral unit. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-government-and-local-authority-policy-and-practice-on-promoting-inclusive-education-and-effective-multiagency-services-for-young-people-in-a-pupil-referral-unit(bc0d3431-e762-4991-9f03-9e433f37b107).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607020


Louisiana State University

23. Bedayat, Houman. Poroelastic Inhomogeneities: Applications in Reservoir Geomechanics.

Degree: PhD, Petroleum Engineering, 2014, Louisiana State University

  The scarce amount of conventional hydrocarbon reservoirs and increase of fuel consumption in the world have made production from unconventional hydrocarbon resources inevitable. Because… (more)

Subjects/Keywords: Poroelasticity; Inclusion; Inhomogeneity; Eshelby; Geomechanics

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

APA (6th Edition):

Bedayat, H. (2014). Poroelastic Inhomogeneities: Applications in Reservoir Geomechanics. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-08192014-100028 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1803

Chicago Manual of Style (16th Edition):

Bedayat, Houman. “Poroelastic Inhomogeneities: Applications in Reservoir Geomechanics.” 2014. Doctoral Dissertation, Louisiana State University. Accessed May 31, 2020. etd-08192014-100028 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1803.

MLA Handbook (7th Edition):

Bedayat, Houman. “Poroelastic Inhomogeneities: Applications in Reservoir Geomechanics.” 2014. Web. 31 May 2020.

Vancouver:

Bedayat H. Poroelastic Inhomogeneities: Applications in Reservoir Geomechanics. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2020 May 31]. Available from: etd-08192014-100028 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1803.

Council of Science Editors:

Bedayat H. Poroelastic Inhomogeneities: Applications in Reservoir Geomechanics. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-08192014-100028 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1803


University of Sydney

24. Wood, Paul Brian. Exploring How Principals Construct Knowledge in Support of Students with Disruptive Behaviour in NSW Government Primary Schools .

Degree: 2014, University of Sydney

 In New South Wales (NSW), as in many other parts of the world, there is a growing anxiety about disruptive student behaviour in schools. As… (more)

Subjects/Keywords: Bourdieu; behaviour; inclusion; leadership; Principal

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

APA (6th Edition):

Wood, P. B. (2014). Exploring How Principals Construct Knowledge in Support of Students with Disruptive Behaviour in NSW Government Primary Schools . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13947

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):

Wood, Paul Brian. “Exploring How Principals Construct Knowledge in Support of Students with Disruptive Behaviour in NSW Government Primary Schools .” 2014. Thesis, University of Sydney. Accessed May 31, 2020. http://hdl.handle.net/2123/13947.

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

MLA Handbook (7th Edition):

Wood, Paul Brian. “Exploring How Principals Construct Knowledge in Support of Students with Disruptive Behaviour in NSW Government Primary Schools .” 2014. Web. 31 May 2020.

Vancouver:

Wood PB. Exploring How Principals Construct Knowledge in Support of Students with Disruptive Behaviour in NSW Government Primary Schools . [Internet] [Thesis]. University of Sydney; 2014. [cited 2020 May 31]. Available from: http://hdl.handle.net/2123/13947.

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

Council of Science Editors:

Wood PB. Exploring How Principals Construct Knowledge in Support of Students with Disruptive Behaviour in NSW Government Primary Schools . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/13947

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


University of Alberta

25. Rieger,Janice L. Doing Dis/ordered Mapping/s: Embodying Disability in the Museum Environment.

Degree: PhD, Department of Human Ecology, 2016, University of Alberta

 This research is a doing of mapping/s through multi-sited case study research—Canada’s Sports Hall of Fame (CSHF) in Calgary, Canada (pilot study), the Canadian War… (more)

Subjects/Keywords: disability; inclusion; embodiment; material culture

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

APA (6th Edition):

L, R. (2016). Doing Dis/ordered Mapping/s: Embodying Disability in the Museum Environment. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/c6h440s75m

Chicago Manual of Style (16th Edition):

L, Rieger,Janice. “Doing Dis/ordered Mapping/s: Embodying Disability in the Museum Environment.” 2016. Doctoral Dissertation, University of Alberta. Accessed May 31, 2020. https://era.library.ualberta.ca/files/c6h440s75m.

MLA Handbook (7th Edition):

L, Rieger,Janice. “Doing Dis/ordered Mapping/s: Embodying Disability in the Museum Environment.” 2016. Web. 31 May 2020.

Vancouver:

L R. Doing Dis/ordered Mapping/s: Embodying Disability in the Museum Environment. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2020 May 31]. Available from: https://era.library.ualberta.ca/files/c6h440s75m.

Council of Science Editors:

L R. Doing Dis/ordered Mapping/s: Embodying Disability in the Museum Environment. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/c6h440s75m


Texas A&M University

26. Plett, Bethany Joy. Inclusion of English language learners in conversion small schools.

Degree: 2009, Texas A&M University

 Small school reform is an increasingly popular reform in urban comprehensive high schools. Efforts to divide large high schools into small school groups have been… (more)

Subjects/Keywords: ELL; Inclusion; Small Schools

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APA (6th Edition):

Plett, B. J. (2009). Inclusion of English language learners in conversion small schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2942

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):

Plett, Bethany Joy. “Inclusion of English language learners in conversion small schools.” 2009. Thesis, Texas A&M University. Accessed May 31, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2942.

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

MLA Handbook (7th Edition):

Plett, Bethany Joy. “Inclusion of English language learners in conversion small schools.” 2009. Web. 31 May 2020.

Vancouver:

Plett BJ. Inclusion of English language learners in conversion small schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 May 31]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2942.

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

Council of Science Editors:

Plett BJ. Inclusion of English language learners in conversion small schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2942

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


University of Exeter

27. Thomas, Ndame. Whole school inclusion : a case study of two secondary schools in Cameroon.

Degree: Thesis (EdD), 2012, University of Exeter

 The study investigates a systematic organisation and management of whole school inclusive processes in two mainstream secondary schools in Cameroon. These schools are implementing the… (more)

Subjects/Keywords: 371.9046096711; Whole School Inclusion

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

APA (6th Edition):

Thomas, N. (2012). Whole school inclusion : a case study of two secondary schools in Cameroon. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3900

Chicago Manual of Style (16th Edition):

Thomas, Ndame. “Whole school inclusion : a case study of two secondary schools in Cameroon.” 2012. Doctoral Dissertation, University of Exeter. Accessed May 31, 2020. http://hdl.handle.net/10036/3900.

MLA Handbook (7th Edition):

Thomas, Ndame. “Whole school inclusion : a case study of two secondary schools in Cameroon.” 2012. Web. 31 May 2020.

Vancouver:

Thomas N. Whole school inclusion : a case study of two secondary schools in Cameroon. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2020 May 31]. Available from: http://hdl.handle.net/10036/3900.

Council of Science Editors:

Thomas N. Whole school inclusion : a case study of two secondary schools in Cameroon. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10036/3900


University of Manchester

28. Miles, Susie. Creating conversations : an inclusive approach to the networking of knowledge about education in Southern contexts.

Degree: PhD, 2009, University of Manchester

 This thesis provides a synthesis of knowledge about inclusive networking in an international context, derived from the experience of stakeholders in education in countries of… (more)

Subjects/Keywords: 378.104; networking, education, inclusion, autoethnography

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APA (6th Edition):

Miles, S. (2009). Creating conversations : an inclusive approach to the networking of knowledge about education in Southern contexts. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:194503 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501953

Chicago Manual of Style (16th Edition):

Miles, Susie. “Creating conversations : an inclusive approach to the networking of knowledge about education in Southern contexts.” 2009. Doctoral Dissertation, University of Manchester. Accessed May 31, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:194503 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501953.

MLA Handbook (7th Edition):

Miles, Susie. “Creating conversations : an inclusive approach to the networking of knowledge about education in Southern contexts.” 2009. Web. 31 May 2020.

Vancouver:

Miles S. Creating conversations : an inclusive approach to the networking of knowledge about education in Southern contexts. [Internet] [Doctoral dissertation]. University of Manchester; 2009. [cited 2020 May 31]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:194503 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501953.

Council of Science Editors:

Miles S. Creating conversations : an inclusive approach to the networking of knowledge about education in Southern contexts. [Doctoral Dissertation]. University of Manchester; 2009. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:194503 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501953


Lehigh University

29. McCurdy, Erin Elizabeth. Implementing a Peer Support Intervention to Reduce Off-task Behaviors.

Degree: PhD, School Psychology, 2014, Lehigh University

 In 2013, the Health Resources and Services Administration and the Centers for Disease Control and Prevention estimated that currently 1 in every 50 children is… (more)

Subjects/Keywords: Autism; Inclusion; Peer Support; Education

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

APA (6th Edition):

McCurdy, E. E. (2014). Implementing a Peer Support Intervention to Reduce Off-task Behaviors. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/1555

Chicago Manual of Style (16th Edition):

McCurdy, Erin Elizabeth. “Implementing a Peer Support Intervention to Reduce Off-task Behaviors.” 2014. Doctoral Dissertation, Lehigh University. Accessed May 31, 2020. https://preserve.lehigh.edu/etd/1555.

MLA Handbook (7th Edition):

McCurdy, Erin Elizabeth. “Implementing a Peer Support Intervention to Reduce Off-task Behaviors.” 2014. Web. 31 May 2020.

Vancouver:

McCurdy EE. Implementing a Peer Support Intervention to Reduce Off-task Behaviors. [Internet] [Doctoral dissertation]. Lehigh University; 2014. [cited 2020 May 31]. Available from: https://preserve.lehigh.edu/etd/1555.

Council of Science Editors:

McCurdy EE. Implementing a Peer Support Intervention to Reduce Off-task Behaviors. [Doctoral Dissertation]. Lehigh University; 2014. Available from: https://preserve.lehigh.edu/etd/1555


University of Louisville

30. Goley, Barry. Are school administrators and teachers' attitudes toward inclusion influence by the change process?.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2013, University of Louisville

 The purpose of this research study was to examine the relationship between the change process for inclusive teaching practices and the attitudes of educators toward… (more)

Subjects/Keywords: Change process; Inclusion; Teacher attitudes

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

APA (6th Edition):

Goley, B. (2013). Are school administrators and teachers' attitudes toward inclusion influence by the change process?. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/512 ; https://ir.library.louisville.edu/etd/512

Chicago Manual of Style (16th Edition):

Goley, Barry. “Are school administrators and teachers' attitudes toward inclusion influence by the change process?.” 2013. Doctoral Dissertation, University of Louisville. Accessed May 31, 2020. 10.18297/etd/512 ; https://ir.library.louisville.edu/etd/512.

MLA Handbook (7th Edition):

Goley, Barry. “Are school administrators and teachers' attitudes toward inclusion influence by the change process?.” 2013. Web. 31 May 2020.

Vancouver:

Goley B. Are school administrators and teachers' attitudes toward inclusion influence by the change process?. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2020 May 31]. Available from: 10.18297/etd/512 ; https://ir.library.louisville.edu/etd/512.

Council of Science Editors:

Goley B. Are school administrators and teachers' attitudes toward inclusion influence by the change process?. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/512 ; https://ir.library.louisville.edu/etd/512

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