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You searched for subject:(inclusive equity). Showing records 1 – 24 of 24 total matches.

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Queensland University of Technology

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

Degree: 2016, Queensland University of Technology

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Gallagher, Jeanine E. “Understanding curriculum planning practices that promote equity and excellence for students with disability.” 2016. Thesis, Queensland University of Technology. Accessed November 22, 2019. http://eprints.qut.edu.au/94843/.

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

MLA Handbook (7th Edition):

Gallagher, Jeanine E. “Understanding curriculum planning practices that promote equity and excellence for students with disability.” 2016. Web. 22 Nov 2019.

Vancouver:

Gallagher JE. Understanding curriculum planning practices that promote equity and excellence for students with disability. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2019 Nov 22]. Available from: http://eprints.qut.edu.au/94843/.

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

Council of Science Editors:

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

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

2. Mngo, Agnes Y. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.

Degree: PhD, Curriculum and Instruction PhD, 2017, Andrews University

  Problem Statement The literature from Cameroon depicts that the implementation of inclusive education is not only in its embryonic stage but faces resistance from… (more)

Subjects/Keywords: General Education; Students with Disabilities; Inclusive Education; Teachers; Cameroon; Disability and Equity in Education

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APA (6th Edition):

Mngo, A. Y. (2017). An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1627

Chicago Manual of Style (16th Edition):

Mngo, Agnes Y. “An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.” 2017. Doctoral Dissertation, Andrews University. Accessed November 22, 2019. https://digitalcommons.andrews.edu/dissertations/1627.

MLA Handbook (7th Edition):

Mngo, Agnes Y. “An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.” 2017. Web. 22 Nov 2019.

Vancouver:

Mngo AY. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Nov 22]. Available from: https://digitalcommons.andrews.edu/dissertations/1627.

Council of Science Editors:

Mngo AY. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1627


SUNY College at Brockport

3. Kimble, Kristen M. Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  Students with disabilities continue to lag behind their non-disabled peers in academic achievement. Continued support is required to help them bridge this gap, and… (more)

Subjects/Keywords: Inquiry; Inclusive; Living Environment; Universal Design; Disability and Equity in Education; Education; Educational Methods

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APA (6th Edition):

Kimble, K. M. (2016). Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/640

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):

Kimble, Kristen M. “Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting.” 2016. Thesis, SUNY College at Brockport. Accessed November 22, 2019. https://digitalcommons.brockport.edu/ehd_theses/640.

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

MLA Handbook (7th Edition):

Kimble, Kristen M. “Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting.” 2016. Web. 22 Nov 2019.

Vancouver:

Kimble KM. Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Nov 22]. Available from: https://digitalcommons.brockport.edu/ehd_theses/640.

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

Council of Science Editors:

Kimble KM. Adapted Living Environment Lessons to Support All Students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/640

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


University of Melbourne

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

Degree: 2015, University of Melbourne

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

MUKHERJEE, MOUSUMI. “Inclusive education and school reform in postcolonial India.” 2015. Doctoral Dissertation, University of Melbourne. Accessed November 22, 2019. http://hdl.handle.net/11343/55426.

MLA Handbook (7th Edition):

MUKHERJEE, MOUSUMI. “Inclusive education and school reform in postcolonial India.” 2015. Web. 22 Nov 2019.

Vancouver:

MUKHERJEE M. Inclusive education and school reform in postcolonial India. [Internet] [Doctoral dissertation]. University of Melbourne; 2015. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/11343/55426.

Council of Science Editors:

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


University of Toronto

5. Butt, Jamila Akhtar. Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents.

Degree: 2015, University of Toronto

This study explores how Muslim parents in the Greater Toronto Area are engaged in their children's education and the challenges they face in trying to… (more)

Subjects/Keywords: Equity and Inclusion; Inclusive School Communities; Muslim Parents; Parent Engagement; Religious Accommodations; Sustainable Leadership; 0449

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APA (6th Edition):

Butt, J. A. (2015). Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69738

Chicago Manual of Style (16th Edition):

Butt, Jamila Akhtar. “Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents.” 2015. Masters Thesis, University of Toronto. Accessed November 22, 2019. http://hdl.handle.net/1807/69738.

MLA Handbook (7th Edition):

Butt, Jamila Akhtar. “Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents.” 2015. Web. 22 Nov 2019.

Vancouver:

Butt JA. Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1807/69738.

Council of Science Editors:

Butt JA. Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69738


University of Colorado

6. Davidson, Anne Oppenheim. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.

Degree: PhD, 2017, University of Colorado

 This multiple-case study examined three teachers’ formal and peripheral engagement across multiple years of a three-year, professional development project. Collaborative support focused on applying the… (more)

Subjects/Keywords: diverse learners; education; effective pedagogy; inclusive equity; instructional design; professional development; Curriculum and Instruction; Education

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APA (6th Edition):

Davidson, A. O. (2017). Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/117

Chicago Manual of Style (16th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Doctoral Dissertation, University of Colorado. Accessed November 22, 2019. https://scholar.colorado.edu/educ_gradetds/117.

MLA Handbook (7th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Web. 22 Nov 2019.

Vancouver:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Nov 22]. Available from: https://scholar.colorado.edu/educ_gradetds/117.

Council of Science Editors:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/117


Queens University

7. Daoust, Amy. EDUCATION WITHOUT MARGINS: AN EXPLORATION OF SIX TEACHERS’ UNDERSTANDINGS AND ENACTMENT OF EQUITY AND INCLUSIVE EDUCATION IN DIVERSE URBAN CLASSROOMS .

Degree: Education, 2015, Queens University

 Context: According to the Organization for Economic Co-operation and Development (OECD), approximately 40,000 immigrant students enter into the Canadian public school system each year; of… (more)

Subjects/Keywords: Minoritized Youth; Diverse Urban Classrooms; Culturally Responsive Pedagogy; Equity and Inclusive Education

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APA (6th Edition):

Daoust, A. (2015). EDUCATION WITHOUT MARGINS: AN EXPLORATION OF SIX TEACHERS’ UNDERSTANDINGS AND ENACTMENT OF EQUITY AND INCLUSIVE EDUCATION IN DIVERSE URBAN CLASSROOMS . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13427

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):

Daoust, Amy. “EDUCATION WITHOUT MARGINS: AN EXPLORATION OF SIX TEACHERS’ UNDERSTANDINGS AND ENACTMENT OF EQUITY AND INCLUSIVE EDUCATION IN DIVERSE URBAN CLASSROOMS .” 2015. Thesis, Queens University. Accessed November 22, 2019. http://hdl.handle.net/1974/13427.

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

MLA Handbook (7th Edition):

Daoust, Amy. “EDUCATION WITHOUT MARGINS: AN EXPLORATION OF SIX TEACHERS’ UNDERSTANDINGS AND ENACTMENT OF EQUITY AND INCLUSIVE EDUCATION IN DIVERSE URBAN CLASSROOMS .” 2015. Web. 22 Nov 2019.

Vancouver:

Daoust A. EDUCATION WITHOUT MARGINS: AN EXPLORATION OF SIX TEACHERS’ UNDERSTANDINGS AND ENACTMENT OF EQUITY AND INCLUSIVE EDUCATION IN DIVERSE URBAN CLASSROOMS . [Internet] [Thesis]. Queens University; 2015. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1974/13427.

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

Council of Science Editors:

Daoust A. EDUCATION WITHOUT MARGINS: AN EXPLORATION OF SIX TEACHERS’ UNDERSTANDINGS AND ENACTMENT OF EQUITY AND INCLUSIVE EDUCATION IN DIVERSE URBAN CLASSROOMS . [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/13427

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

8. Orzel, Courtney. Exploring the relationships between dialogue and inclusive school communities.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 High standards and expectations for all students drive current school reform efforts which target accountability measures and focus on standardized tests, leaving many American students,… (more)

Subjects/Keywords: Dialogue; Social Justice; Inclusive Leadership; Inclusive Schools; Equity; Access; Leadership

equity and access present another challenge to creating inclusive schools. In many schools… …of democratic, inclusive practices like dialogue and collaborative, shared decision-making… …with inclusive leadership. Exclusionary Practices in Schools and Leadership Challenges Mrs… …necessary, challenge to create inclusive communities which promote—and expect—spaces for necessary… …dialogue in schools is through the implementation of an “inclusive school community.” An… 

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APA (6th Edition):

Orzel, C. (2012). Exploring the relationships between dialogue and inclusive school communities. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31103

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):

Orzel, Courtney. “Exploring the relationships between dialogue and inclusive school communities.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed November 22, 2019. http://hdl.handle.net/2142/31103.

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

MLA Handbook (7th Edition):

Orzel, Courtney. “Exploring the relationships between dialogue and inclusive school communities.” 2012. Web. 22 Nov 2019.

Vancouver:

Orzel C. Exploring the relationships between dialogue and inclusive school communities. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2142/31103.

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

Council of Science Editors:

Orzel C. Exploring the relationships between dialogue and inclusive school communities. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31103

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


Montana Tech

9. Valentino, Desiree. Using Fine Arts to Implement Inclusive Education: Inspiring the School through a Schoolwide Art Project.

Degree: MA, 2016, Montana Tech

  This paper chronicles the development and completion of a schoolwide living mural project created through the cooperation of every student in an elementary school… (more)

Subjects/Keywords: inclusive education; fine arts integration; special education; Accessibility; Art Education; Disability and Equity in Education; Fine Arts; Special Education and Teaching

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APA (6th Edition):

Valentino, D. (2016). Using Fine Arts to Implement Inclusive Education: Inspiring the School through a Schoolwide Art Project. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10731

Chicago Manual of Style (16th Edition):

Valentino, Desiree. “Using Fine Arts to Implement Inclusive Education: Inspiring the School through a Schoolwide Art Project.” 2016. Masters Thesis, Montana Tech. Accessed November 22, 2019. https://scholarworks.umt.edu/etd/10731.

MLA Handbook (7th Edition):

Valentino, Desiree. “Using Fine Arts to Implement Inclusive Education: Inspiring the School through a Schoolwide Art Project.” 2016. Web. 22 Nov 2019.

Vancouver:

Valentino D. Using Fine Arts to Implement Inclusive Education: Inspiring the School through a Schoolwide Art Project. [Internet] [Masters thesis]. Montana Tech; 2016. [cited 2019 Nov 22]. Available from: https://scholarworks.umt.edu/etd/10731.

Council of Science Editors:

Valentino D. Using Fine Arts to Implement Inclusive Education: Inspiring the School through a Schoolwide Art Project. [Masters Thesis]. Montana Tech; 2016. Available from: https://scholarworks.umt.edu/etd/10731


University of Colorado

10. Davidson, Anne Oppenheim. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.

Degree: PhD, 2017, University of Colorado

 This multiple-case study examined three teachers’ formal and peripheral engagement across multiple years of a three-year, professional development project. Collaborative support focused on applying the… (more)

Subjects/Keywords: diverse learners; education; effective pedagogy; inclusive equity; instructional design; professional development; Education; Teacher Education and Professional Development

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

APA (6th Edition):

Davidson, A. O. (2017). Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/93

Chicago Manual of Style (16th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Doctoral Dissertation, University of Colorado. Accessed November 22, 2019. https://scholar.colorado.edu/educ_gradetds/93.

MLA Handbook (7th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Web. 22 Nov 2019.

Vancouver:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Nov 22]. Available from: https://scholar.colorado.edu/educ_gradetds/93.

Council of Science Editors:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/93


Arizona State University

11. Kilinc, Sultan. A Cultural Historical Activity Theoretical (CHAT) Framework for Understanding the Construction of Inclusive Education from Turkish Teachers' and Parents' Perspectives.

Degree: Curriculum and Instruction, 2016, Arizona State University

Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led… (more)

Subjects/Keywords: Education; Early childhood education; Special education; Disability; Equity; Girls'; Education; Inclusive Education; Kurdish Students; Special Education

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APA (6th Edition):

Kilinc, S. (2016). A Cultural Historical Activity Theoretical (CHAT) Framework for Understanding the Construction of Inclusive Education from Turkish Teachers' and Parents' Perspectives. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/38708

Chicago Manual of Style (16th Edition):

Kilinc, Sultan. “A Cultural Historical Activity Theoretical (CHAT) Framework for Understanding the Construction of Inclusive Education from Turkish Teachers' and Parents' Perspectives.” 2016. Doctoral Dissertation, Arizona State University. Accessed November 22, 2019. http://repository.asu.edu/items/38708.

MLA Handbook (7th Edition):

Kilinc, Sultan. “A Cultural Historical Activity Theoretical (CHAT) Framework for Understanding the Construction of Inclusive Education from Turkish Teachers' and Parents' Perspectives.” 2016. Web. 22 Nov 2019.

Vancouver:

Kilinc S. A Cultural Historical Activity Theoretical (CHAT) Framework for Understanding the Construction of Inclusive Education from Turkish Teachers' and Parents' Perspectives. [Internet] [Doctoral dissertation]. Arizona State University; 2016. [cited 2019 Nov 22]. Available from: http://repository.asu.edu/items/38708.

Council of Science Editors:

Kilinc S. A Cultural Historical Activity Theoretical (CHAT) Framework for Understanding the Construction of Inclusive Education from Turkish Teachers' and Parents' Perspectives. [Doctoral Dissertation]. Arizona State University; 2016. Available from: http://repository.asu.edu/items/38708


University of Manchester

12. Khanal, Damodar. The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children.

Degree: 2015, University of Manchester

 This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively… (more)

Subjects/Keywords: Education for All; Inclusion/Exclusion; Education; Factors Affecting Schooling; Educational Barriers; Equity; Dalit; Caste Discrimination; Policy; Community; School; Gender; Poverty; Culture; Children; Human Right; Inclusive Education; Sandwich Model.

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APA (6th Edition):

Khanal, D. (2015). The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734

Chicago Manual of Style (16th Edition):

Khanal, Damodar. “The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children.” 2015. Doctoral Dissertation, University of Manchester. Accessed November 22, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734.

MLA Handbook (7th Edition):

Khanal, Damodar. “The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children.” 2015. Web. 22 Nov 2019.

Vancouver:

Khanal D. The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Nov 22]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734.

Council of Science Editors:

Khanal D. The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734

13. Areias, Cátia Vanessa Alves. Os desafios da equidade e da inclusão na educação pré-escolar e no 1º CEB - perspetivas de estudantes em formação inicial e docentes.

Degree: 2018, RCAAP

Relatório Final apresentado para a obtenção do grau de Mestre em Educação Pré-Escolar e em Ensino do 1.º Ciclo do Ensino Básico

O presente relatório… (more)

Subjects/Keywords: educação inclusiva; equidade; formação inicial; educação pré-escolar; 1º Ciclo do ensino básico; pedagogia diferenciada; inclusive education; equity; initial formation; pre-school education; 1st cycle of basic education; differentiated pedagogy

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APA (6th Edition):

Areias, C. V. A. (2018). Os desafios da equidade e da inclusão na educação pré-escolar e no 1º CEB - perspetivas de estudantes em formação inicial e docentes. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/2283

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):

Areias, Cátia Vanessa Alves. “Os desafios da equidade e da inclusão na educação pré-escolar e no 1º CEB - perspetivas de estudantes em formação inicial e docentes.” 2018. Thesis, RCAAP. Accessed November 22, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/2283.

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

MLA Handbook (7th Edition):

Areias, Cátia Vanessa Alves. “Os desafios da equidade e da inclusão na educação pré-escolar e no 1º CEB - perspetivas de estudantes em formação inicial e docentes.” 2018. Web. 22 Nov 2019.

Vancouver:

Areias CVA. Os desafios da equidade e da inclusão na educação pré-escolar e no 1º CEB - perspetivas de estudantes em formação inicial e docentes. [Internet] [Thesis]. RCAAP; 2018. [cited 2019 Nov 22]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/2283.

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

Council of Science Editors:

Areias CVA. Os desafios da equidade e da inclusão na educação pré-escolar e no 1º CEB - perspetivas de estudantes em formação inicial e docentes. [Thesis]. RCAAP; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/2283

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


University of Kentucky

14. Crouch, Rachel L. PERCEPTION OF RURAL GENERAL EDUCATORS ON THE INCLUSION AND PARTICIPATION OF STUDENTS WITH SIGNIFICANT DISABILITIES.

Degree: 2019, University of Kentucky

 The purpose of the study was to question rural general education teachers’ perceptions and attitudes on the inclusion of students with significant disabilities. The investigator… (more)

Subjects/Keywords: Significant disabilities; teacher perceptions; inclusive education; rural special education; modifying instruction for students with disabilities; Accessibility; Disability and Equity in Education; Early Childhood Education; Education; Educational Methods

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APA (6th Edition):

Crouch, R. L. (2019). PERCEPTION OF RURAL GENERAL EDUCATORS ON THE INCLUSION AND PARTICIPATION OF STUDENTS WITH SIGNIFICANT DISABILITIES. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/79

Chicago Manual of Style (16th Edition):

Crouch, Rachel L. “PERCEPTION OF RURAL GENERAL EDUCATORS ON THE INCLUSION AND PARTICIPATION OF STUDENTS WITH SIGNIFICANT DISABILITIES.” 2019. Masters Thesis, University of Kentucky. Accessed November 22, 2019. https://uknowledge.uky.edu/edsrc_etds/79.

MLA Handbook (7th Edition):

Crouch, Rachel L. “PERCEPTION OF RURAL GENERAL EDUCATORS ON THE INCLUSION AND PARTICIPATION OF STUDENTS WITH SIGNIFICANT DISABILITIES.” 2019. Web. 22 Nov 2019.

Vancouver:

Crouch RL. PERCEPTION OF RURAL GENERAL EDUCATORS ON THE INCLUSION AND PARTICIPATION OF STUDENTS WITH SIGNIFICANT DISABILITIES. [Internet] [Masters thesis]. University of Kentucky; 2019. [cited 2019 Nov 22]. Available from: https://uknowledge.uky.edu/edsrc_etds/79.

Council of Science Editors:

Crouch RL. PERCEPTION OF RURAL GENERAL EDUCATORS ON THE INCLUSION AND PARTICIPATION OF STUDENTS WITH SIGNIFICANT DISABILITIES. [Masters Thesis]. University of Kentucky; 2019. Available from: https://uknowledge.uky.edu/edsrc_etds/79


University of Manchester

15. Khanal, Damodar. The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children.

Degree: PhD, 2015, University of Manchester

 This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively… (more)

Subjects/Keywords: Education for All; Inclusion/Exclusion; Education; Factors Affecting Schooling; Educational Barriers; Equity; Dalit; Caste Discrimination; Policy; Community; School; Gender; Poverty; Culture; Children; Human Right; Inclusive Education; Sandwich Model

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

APA (6th Edition):

Khanal, D. (2015). The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764376

Chicago Manual of Style (16th Edition):

Khanal, Damodar. “The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children.” 2015. Doctoral Dissertation, University of Manchester. Accessed November 22, 2019. https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764376.

MLA Handbook (7th Edition):

Khanal, Damodar. “The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children.” 2015. Web. 22 Nov 2019.

Vancouver:

Khanal D. The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Nov 22]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764376.

Council of Science Editors:

Khanal D. The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764376

16. Duggal, Abhilasha. Encouraging Diversity And Multiculturalism In London, Ontario: A Case Study Of Two Elementary Schools.

Degree: 2014, University of Western Ontario

 Elementary school students have diverse learning needs and their academic learning in particular varies between students especially so for students those from culturally non-dominant backgrounds.… (more)

Subjects/Keywords: Multicultural Education; Inclusive Education; Equity; Diversity; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Disability and Equity in Education; Education

equity, and inclusive education are starting points towards making goals of acceptance with the… …solidarity. Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy… …and attitudes. The Ministry of Education’s vision entailed bringing the Equity and Inclusive… …implement and monitor equity and inclusive education policies in order to support student… …equity and inclusive education policy that includes a religious accommodation guideline, in… 

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

APA (6th Edition):

Duggal, A. (2014). Encouraging Diversity And Multiculturalism In London, Ontario: A Case Study Of Two Elementary Schools. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/2334

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):

Duggal, Abhilasha. “Encouraging Diversity And Multiculturalism In London, Ontario: A Case Study Of Two Elementary Schools.” 2014. Thesis, University of Western Ontario. Accessed November 22, 2019. https://ir.lib.uwo.ca/etd/2334.

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

MLA Handbook (7th Edition):

Duggal, Abhilasha. “Encouraging Diversity And Multiculturalism In London, Ontario: A Case Study Of Two Elementary Schools.” 2014. Web. 22 Nov 2019.

Vancouver:

Duggal A. Encouraging Diversity And Multiculturalism In London, Ontario: A Case Study Of Two Elementary Schools. [Internet] [Thesis]. University of Western Ontario; 2014. [cited 2019 Nov 22]. Available from: https://ir.lib.uwo.ca/etd/2334.

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

Council of Science Editors:

Duggal A. Encouraging Diversity And Multiculturalism In London, Ontario: A Case Study Of Two Elementary Schools. [Thesis]. University of Western Ontario; 2014. Available from: https://ir.lib.uwo.ca/etd/2334

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


Marshall University

17. Holley, Jennifer K. Teacher Attitudes: An Analysis of Middle School Teachers’ Attitudes Towards Inclusion.

Degree: 2015, Marshall University

 The demands for general education teachers to meet the diverse needs of their students has increased greatly over recent years. The attitudes of these teachers… (more)

Subjects/Keywords: inclusion; attitudes; middle-school teachers; students with disabilities; <; p>; Inclusive education.<; /p>; <; p>; Teachers  – Attitudes.<; /p>;

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

APA (6th Edition):

Holley, J. K. (2015). Teacher Attitudes: An Analysis of Middle School Teachers’ Attitudes Towards Inclusion. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/968

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):

Holley, Jennifer K. “Teacher Attitudes: An Analysis of Middle School Teachers’ Attitudes Towards Inclusion.” 2015. Thesis, Marshall University. Accessed November 22, 2019. http://mds.marshall.edu/etd/968.

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

MLA Handbook (7th Edition):

Holley, Jennifer K. “Teacher Attitudes: An Analysis of Middle School Teachers’ Attitudes Towards Inclusion.” 2015. Web. 22 Nov 2019.

Vancouver:

Holley JK. Teacher Attitudes: An Analysis of Middle School Teachers’ Attitudes Towards Inclusion. [Internet] [Thesis]. Marshall University; 2015. [cited 2019 Nov 22]. Available from: http://mds.marshall.edu/etd/968.

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

Council of Science Editors:

Holley JK. Teacher Attitudes: An Analysis of Middle School Teachers’ Attitudes Towards Inclusion. [Thesis]. Marshall University; 2015. Available from: http://mds.marshall.edu/etd/968

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


SUNY College at Brockport

18. Andrews, Lynne. Perceptions of Regular and Special Education Teachers Participating in an Integrated Program.

Degree: MSEd, Education and Human Development, 1992, SUNY College at Brockport

  The purpose of this study was to investigate the experience and attitudes of the regular and special education teachers who are participating in a… (more)

Subjects/Keywords: Thesis 840; education; special education; inclusive education; teacher training; Disability and Equity in Education; Education

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

APA (6th Edition):

Andrews, L. (1992). Perceptions of Regular and Special Education Teachers Participating in an Integrated Program. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/170

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):

Andrews, Lynne. “Perceptions of Regular and Special Education Teachers Participating in an Integrated Program.” 1992. Thesis, SUNY College at Brockport. Accessed November 22, 2019. https://digitalcommons.brockport.edu/ehd_theses/170.

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

MLA Handbook (7th Edition):

Andrews, Lynne. “Perceptions of Regular and Special Education Teachers Participating in an Integrated Program.” 1992. Web. 22 Nov 2019.

Vancouver:

Andrews L. Perceptions of Regular and Special Education Teachers Participating in an Integrated Program. [Internet] [Thesis]. SUNY College at Brockport; 1992. [cited 2019 Nov 22]. Available from: https://digitalcommons.brockport.edu/ehd_theses/170.

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

Council of Science Editors:

Andrews L. Perceptions of Regular and Special Education Teachers Participating in an Integrated Program. [Thesis]. SUNY College at Brockport; 1992. Available from: https://digitalcommons.brockport.edu/ehd_theses/170

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

19. Simone, Joseph. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.

Degree: EdD, 1760, 2012, University of Illinois – Urbana-Champaign

 As federal mandates purport to improve the academic achievement of all students, the achievement gap between White students and their marginalized peers has not closed.… (more)

Subjects/Keywords: Deficit thinking; dialogue; tracking; inclusive; transformative leadership; case study; marginalizing; equity; education; Access

…workshops. They also spoke of issues of equity and access, yet they found little irony in their… …not automatically promote social or economic equity or equality (Garza & Garza, 2010… …x29;. In order to impact and promote equity and equality in schools by eliminating deficit… …context. Their approach enhances equity, social change and quality of life for students who are… …Thus, it is my contention that transformative leadership and leadership for inclusive and… 

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APA (6th Edition):

Simone, J. (2012). Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31100

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):

Simone, Joseph. “Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed November 22, 2019. http://hdl.handle.net/2142/31100.

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

MLA Handbook (7th Edition):

Simone, Joseph. “Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.” 2012. Web. 22 Nov 2019.

Vancouver:

Simone J. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2142/31100.

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

Council of Science Editors:

Simone J. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31100

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


University of Texas – Austin

20. -3795-249X. Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader.

Degree: EdD, Educational Leadership and Policy, 2018, University of Texas – Austin

 As demographics in urban school districts become increasingly diverse, social justice leadership in the K-12 setting is necessary to meet the needs of all students.… (more)

Subjects/Keywords: Social justice leaders; Social justice leadership; School superintendents; School superintendent leadership; Equity in schools; Inclusive schools; Public schools; Urban public schools; Urban school districts; School superintendent leadership traits; K-12 social justice; School district leaders; School system inequity

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

APA (6th Edition):

-3795-249X. (2018). Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65695

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

Chicago Manual of Style (16th Edition):

-3795-249X. “Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed November 22, 2019. http://hdl.handle.net/2152/65695.

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

MLA Handbook (7th Edition):

-3795-249X. “Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader.” 2018. Web. 22 Nov 2019.

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

Vancouver:

-3795-249X. Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2152/65695.

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

Council of Science Editors:

-3795-249X. Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65695

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


University of Western Ontario

21. Massouti, Ayman. Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom.

Degree: 2019, University of Western Ontario

 Preparing pre-service teachers to enact inclusive teaching practices in the inclusive classroom has become a concern for national and international educational organizations. Adding to these… (more)

Subjects/Keywords: Teacher education; inclusive education; pre-service teachers; policy; enactment; New-Institutionalism; case study; Curriculum and Instruction; Disability and Equity in Education; Higher Education and Teaching; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Massouti, A. (2019). Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6525

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):

Massouti, Ayman. “Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom.” 2019. Thesis, University of Western Ontario. Accessed November 22, 2019. https://ir.lib.uwo.ca/etd/6525.

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

MLA Handbook (7th Edition):

Massouti, Ayman. “Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom.” 2019. Web. 22 Nov 2019.

Vancouver:

Massouti A. Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2019 Nov 22]. Available from: https://ir.lib.uwo.ca/etd/6525.

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

Council of Science Editors:

Massouti A. Inclusion and Policy Enactment in Teacher Education: A Focus on Pre-service Teacher Preparation for the Inclusive Classroom. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6525

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

22. Parekh, Gillian Grace. Social Citizenship and Disability: Identity, Belonging, and the Structural Organization of Education.

Degree: PhD, Critical Disability Studies, 2015, York University

 The framing of disability is an ongoing, negotiated discourse in which participants build upon, challenge, and reject the political, social, economic, and cultural influences that… (more)

Subjects/Keywords: Sociology of education; Social structure; Special education; Social reproduction of inequality; Inclusive citizenship; Belonging; Education structure; Social justice in education; Education equity; Critical disability studies; Citizenship theory; Special education; Disproportionate representations; Educational inequalities; Social stratification; Social theory; Income inequality; Educational opportunities; Post-secondary access; Education streaming; Programs of choice; Public education; History of education; Reform schools; Diversity and education; Urban education; Critical theory; Sociological theory; Class; Race; Gender; Poverty; Quantitative analyses; Regression analyses; Student demographics; Inclusive education; Social justice

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

APA (6th Edition):

Parekh, G. G. (2015). Social Citizenship and Disability: Identity, Belonging, and the Structural Organization of Education. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/28217

Chicago Manual of Style (16th Edition):

Parekh, Gillian Grace. “Social Citizenship and Disability: Identity, Belonging, and the Structural Organization of Education.” 2015. Doctoral Dissertation, York University. Accessed November 22, 2019. http://hdl.handle.net/10315/28217.

MLA Handbook (7th Edition):

Parekh, Gillian Grace. “Social Citizenship and Disability: Identity, Belonging, and the Structural Organization of Education.” 2015. Web. 22 Nov 2019.

Vancouver:

Parekh GG. Social Citizenship and Disability: Identity, Belonging, and the Structural Organization of Education. [Internet] [Doctoral dissertation]. York University; 2015. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10315/28217.

Council of Science Editors:

Parekh GG. Social Citizenship and Disability: Identity, Belonging, and the Structural Organization of Education. [Doctoral Dissertation]. York University; 2015. Available from: http://hdl.handle.net/10315/28217


Edith Cowan University

23. Pearce, Michelle. Towards inclusive standards.

Degree: 2008, Edith Cowan University

 The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia… (more)

Subjects/Keywords: Inclusive education; Western Australia; Classroom management; Students with disabilities; Education; Western Australia; High school teachers; Western Australia; Attitudes.; Disability and Equity in Education

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

APA (6th Edition):

Pearce, M. (2008). Towards inclusive standards. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/241

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):

Pearce, Michelle. “Towards inclusive standards.” 2008. Thesis, Edith Cowan University. Accessed November 22, 2019. https://ro.ecu.edu.au/theses/241.

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

MLA Handbook (7th Edition):

Pearce, Michelle. “Towards inclusive standards.” 2008. Web. 22 Nov 2019.

Vancouver:

Pearce M. Towards inclusive standards. [Internet] [Thesis]. Edith Cowan University; 2008. [cited 2019 Nov 22]. Available from: https://ro.ecu.edu.au/theses/241.

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

Council of Science Editors:

Pearce M. Towards inclusive standards. [Thesis]. Edith Cowan University; 2008. Available from: https://ro.ecu.edu.au/theses/241

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


California State University – San Bernardino

24. Kaspar, Margaret Ann. California's "long-standing, serious noncompliance" in the delivery of special education and related services.

Degree: MAin Education, Education, 2002, California State University – San Bernardino

 The intent of the review, and the list of programs appended to this paper, is to compile examples of successful programs that may serve as… (more)

Subjects/Keywords: California Department of Education; California Office of Special Education; Educational Resources Information Center; National Association of State Boards of Education; Children with disabilities  – Education  – California; Individualized education programs  – Law and legislation; Inclusive education; Disability and Equity in Education

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

APA (6th Edition):

Kaspar, M. A. (2002). California's "long-standing, serious noncompliance" in the delivery of special education and related services. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2132

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):

Kaspar, Margaret Ann. “California's "long-standing, serious noncompliance" in the delivery of special education and related services.” 2002. Thesis, California State University – San Bernardino. Accessed November 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/2132.

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

MLA Handbook (7th Edition):

Kaspar, Margaret Ann. “California's "long-standing, serious noncompliance" in the delivery of special education and related services.” 2002. Web. 22 Nov 2019.

Vancouver:

Kaspar MA. California's "long-standing, serious noncompliance" in the delivery of special education and related services. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2019 Nov 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2132.

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

Council of Science Editors:

Kaspar MA. California's "long-standing, serious noncompliance" in the delivery of special education and related services. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2132

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

.