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You searched for subject:(inclusive pedagogy). Showing records 1 – 30 of 40 total matches.

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University of Manchester

1. Makoelle, Tsediso Michael. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.

Degree: PhD, 2013, University of Manchester

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

Subjects/Keywords: 373.68; •inclusion, inclusive pedagogy, inclusive teaching, inclusive education, inclusive classroom

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APA (6th Edition):

Makoelle, T. M. (2013). Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864

Chicago Manual of Style (16th Edition):

Makoelle, Tsediso Michael. “Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.” 2013. Doctoral Dissertation, University of Manchester. Accessed August 20, 2019. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864.

MLA Handbook (7th Edition):

Makoelle, Tsediso Michael. “Exploring teaching practices that are effective in promoting inclusion in South African secondary schools.” 2013. Web. 20 Aug 2019.

Vancouver:

Makoelle TM. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Aug 20]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864.

Council of Science Editors:

Makoelle TM. Exploring teaching practices that are effective in promoting inclusion in South African secondary schools. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576864


University of Toronto

2. Musisi, Lwanga Gasuza. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.

Degree: 2017, University of Toronto

Autism and Social Justice Education: Toward an Inclusive Education System in Uganda Master of Arts Social Justice Education Ontario Institute for Studies in Education (OISE)… (more)

Subjects/Keywords: Autism; Inclusive education; Pedagogy; Social justice; 0529

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APA (6th Edition):

Musisi, L. G. (2017). Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/77876

Chicago Manual of Style (16th Edition):

Musisi, Lwanga Gasuza. “Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.” 2017. Masters Thesis, University of Toronto. Accessed August 20, 2019. http://hdl.handle.net/1807/77876.

MLA Handbook (7th Edition):

Musisi, Lwanga Gasuza. “Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.” 2017. Web. 20 Aug 2019.

Vancouver:

Musisi LG. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1807/77876.

Council of Science Editors:

Musisi LG. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77876


University of Manitoba

3. Wells-Dyck, Alison. The co-development of a new inclusive pedagogical planner.

Degree: Educational Administration, Foundations and Psychology, 2018, University of Manitoba

 Typically, across Canada, curriculum and special education are separate and distinct branches within provincial departments of education. The development of two branches within one provincial… (more)

Subjects/Keywords: Inclusive pedagogy; Differentiation; Universal design for learning

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APA (6th Edition):

Wells-Dyck, A. (2018). The co-development of a new inclusive pedagogical planner. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33639

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):

Wells-Dyck, Alison. “The co-development of a new inclusive pedagogical planner.” 2018. Thesis, University of Manitoba. Accessed August 20, 2019. http://hdl.handle.net/1993/33639.

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

MLA Handbook (7th Edition):

Wells-Dyck, Alison. “The co-development of a new inclusive pedagogical planner.” 2018. Web. 20 Aug 2019.

Vancouver:

Wells-Dyck A. The co-development of a new inclusive pedagogical planner. [Internet] [Thesis]. University of Manitoba; 2018. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1993/33639.

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

Council of Science Editors:

Wells-Dyck A. The co-development of a new inclusive pedagogical planner. [Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33639

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


University of Canterbury

4. Macartney, Bernadette Christine. Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education.

Degree: School of Educational Studies and Human Development, 2011, University of Canterbury

 This qualitative study is based on the narratives of two families who each parent a young disabled child. It focuses on the children’s and families’… (more)

Subjects/Keywords: Inclusive education; disability studies; autoethnography; assessment; pedagogy; Te Whariki; narrative; emancipatory pedagogy

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APA (6th Edition):

Macartney, B. C. (2011). Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5307

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):

Macartney, Bernadette Christine. “Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education.” 2011. Thesis, University of Canterbury. Accessed August 20, 2019. http://hdl.handle.net/10092/5307.

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

MLA Handbook (7th Edition):

Macartney, Bernadette Christine. “Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education.” 2011. Web. 20 Aug 2019.

Vancouver:

Macartney BC. Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10092/5307.

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

Council of Science Editors:

Macartney BC. Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/5307

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


Syracuse University

5. Sieger, Katherine. Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students.

Degree: PhD, Cultural Foundations of Education, 2016, Syracuse University

  This dissertation presents three and a half years of ethnographic data from an “LGBT” charter school. It explores how gender and sexuality appear within… (more)

Subjects/Keywords: Bullying; Critical pedagogy; Heteronormativity; Inclusive education; LGBT students; Education

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APA (6th Edition):

Sieger, K. (2016). Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/594

Chicago Manual of Style (16th Edition):

Sieger, Katherine. “Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students.” 2016. Doctoral Dissertation, Syracuse University. Accessed August 20, 2019. https://surface.syr.edu/etd/594.

MLA Handbook (7th Edition):

Sieger, Katherine. “Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students.” 2016. Web. 20 Aug 2019.

Vancouver:

Sieger K. Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2019 Aug 20]. Available from: https://surface.syr.edu/etd/594.

Council of Science Editors:

Sieger K. Free to Be: One Charter School's Approach to Supporting Gender and Sexual Minority Students. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/594


California State University – Sacramento

6. Wilson, Cinnamon Olivia. A culturally relevant teaching tool.

Degree: MA, Education (Curriculum and Instruction, 2011, California State University – Sacramento

 African American males make up less than 10% ofthe public school enrollments, yet they are failing at alarming rates. Ifeducators are not equipped with the… (more)

Subjects/Keywords: African American males; Culturally inclusive classroom; Cultural pedagogy

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APA (6th Edition):

Wilson, C. O. (2011). A culturally relevant teaching tool. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1406

Chicago Manual of Style (16th Edition):

Wilson, Cinnamon Olivia. “A culturally relevant teaching tool.” 2011. Masters Thesis, California State University – Sacramento. Accessed August 20, 2019. http://hdl.handle.net/10211.9/1406.

MLA Handbook (7th Edition):

Wilson, Cinnamon Olivia. “A culturally relevant teaching tool.” 2011. Web. 20 Aug 2019.

Vancouver:

Wilson CO. A culturally relevant teaching tool. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10211.9/1406.

Council of Science Editors:

Wilson CO. A culturally relevant teaching tool. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1406


Georgia State University

7. Ruccio, Kristen. Integrating Disability Studies into the English Department.

Degree: PhD, English, 2019, Georgia State University

  The Disability Rights Movement has its beginnings in the 1960s, alongside the Civil Rights Movement, culminating in the passage of the Americans with Disabilities… (more)

Subjects/Keywords: Disability studies; Ableism; Activism; Inclusive Education; Writing program administration; Writing pedagogy

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APA (6th Edition):

Ruccio, K. (2019). Integrating Disability Studies into the English Department. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/english_diss/225

Chicago Manual of Style (16th Edition):

Ruccio, Kristen. “Integrating Disability Studies into the English Department.” 2019. Doctoral Dissertation, Georgia State University. Accessed August 20, 2019. https://scholarworks.gsu.edu/english_diss/225.

MLA Handbook (7th Edition):

Ruccio, Kristen. “Integrating Disability Studies into the English Department.” 2019. Web. 20 Aug 2019.

Vancouver:

Ruccio K. Integrating Disability Studies into the English Department. [Internet] [Doctoral dissertation]. Georgia State University; 2019. [cited 2019 Aug 20]. Available from: https://scholarworks.gsu.edu/english_diss/225.

Council of Science Editors:

Ruccio K. Integrating Disability Studies into the English Department. [Doctoral Dissertation]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/english_diss/225

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

Degree: 2013, University of Manchester

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

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

…positions on inclusion are highlighted. The chapter conceptualises inclusive pedagogy and… …discusses two dominant views about inclusive pedagogy, namely the traditional strategies-oriented… …all this on changing perceptions about inclusive pedagogy. 2.2 RATIONALE, SCOPE AND… …philosophical conceptualisation of inclusive pedagogy as a concept has indeed been realised. The… …would be daunting. Therefore, this chapter conceptualises the concept of inclusive pedagogy by… 

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Makoelle, Tsediso Michael. “EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.” 2013. Doctoral Dissertation, University of Manchester. Accessed August 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332.

MLA Handbook (7th Edition):

Makoelle, Tsediso Michael. “EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS.” 2013. Web. 20 Aug 2019.

Vancouver:

Makoelle TM. EXPLORING TEACHING PRACTICES THAT ARE EFFECTIVEIN PROMOTING INCLUSION IN SOUTH AFRICANSECONDARY SCHOOLS. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Aug 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:198332.

Council of Science Editors:

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


University of Waikato

9. Gilgen, Renée. Whakarongo mai!: Transformative teaching to support Māori identity and success in a mainstream school .

Degree: 2010, University of Waikato

 This thesis topic emerged following a year’s teaching experience in a mainstream classroom during 2009. My cultural assumptions of being a Māori teacher in a… (more)

Subjects/Keywords: Māori and mainstream education; Transformative praxis; Culturally responsive pedagogy; Treaty of Waitangi and mainstream education; Inclusive pedagogy

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APA (6th Edition):

Gilgen, R. (2010). Whakarongo mai!: Transformative teaching to support Māori identity and success in a mainstream school . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/5294

Chicago Manual of Style (16th Edition):

Gilgen, Renée. “Whakarongo mai!: Transformative teaching to support Māori identity and success in a mainstream school .” 2010. Masters Thesis, University of Waikato. Accessed August 20, 2019. http://hdl.handle.net/10289/5294.

MLA Handbook (7th Edition):

Gilgen, Renée. “Whakarongo mai!: Transformative teaching to support Māori identity and success in a mainstream school .” 2010. Web. 20 Aug 2019.

Vancouver:

Gilgen R. Whakarongo mai!: Transformative teaching to support Māori identity and success in a mainstream school . [Internet] [Masters thesis]. University of Waikato; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10289/5294.

Council of Science Editors:

Gilgen R. Whakarongo mai!: Transformative teaching to support Māori identity and success in a mainstream school . [Masters Thesis]. University of Waikato; 2010. Available from: http://hdl.handle.net/10289/5294


Stockholm University

10. Abrahamsson, Carina. Organisation av undervisning för nyanlända elever : Ett exempel från två skolor med inkluderande arbetssätt.

Degree: Education, 2015, Stockholm University

Ett aktuellt ämne inom skolan i Sverige idag är hur man på bästa sätt kan organisera för undervisning för nyanlända elever. Antalet nyanlända elever… (more)

Subjects/Keywords: Newly arrived students; school; inclusive education; organization; Nyanlända elever; skola; inkludering; organisation; undervisning; Pedagogy; Pedagogik

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APA (6th Edition):

Abrahamsson, C. (2015). Organisation av undervisning för nyanlända elever : Ett exempel från två skolor med inkluderande arbetssätt. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136341

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):

Abrahamsson, Carina. “Organisation av undervisning för nyanlända elever : Ett exempel från två skolor med inkluderande arbetssätt.” 2015. Thesis, Stockholm University. Accessed August 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136341.

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

MLA Handbook (7th Edition):

Abrahamsson, Carina. “Organisation av undervisning för nyanlända elever : Ett exempel från två skolor med inkluderande arbetssätt.” 2015. Web. 20 Aug 2019.

Vancouver:

Abrahamsson C. Organisation av undervisning för nyanlända elever : Ett exempel från två skolor med inkluderande arbetssätt. [Internet] [Thesis]. Stockholm University; 2015. [cited 2019 Aug 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136341.

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

Council of Science Editors:

Abrahamsson C. Organisation av undervisning för nyanlända elever : Ett exempel från två skolor med inkluderande arbetssätt. [Thesis]. Stockholm University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136341

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


University of Plymouth

11. Vickerstaff, Rebecca. Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks.

Degree: PhD, 2015, University of Plymouth

 Engineering Education experiences turbulent changes, both from government pressures and from industry demands on readdressing the requirements of graduate capability. Despite vast amounts of engineering… (more)

Subjects/Keywords: 620.0071; Engineering Education, Technology Enhanced Learning, Pedagogy, video assessment; Xerte online toolkits; inclusive assessment

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APA (6th Edition):

Vickerstaff, R. (2015). Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/3312

Chicago Manual of Style (16th Edition):

Vickerstaff, Rebecca. “Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks.” 2015. Doctoral Dissertation, University of Plymouth. Accessed August 20, 2019. http://hdl.handle.net/10026.1/3312.

MLA Handbook (7th Edition):

Vickerstaff, Rebecca. “Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks.” 2015. Web. 20 Aug 2019.

Vancouver:

Vickerstaff R. Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks. [Internet] [Doctoral dissertation]. University of Plymouth; 2015. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10026.1/3312.

Council of Science Editors:

Vickerstaff R. Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks. [Doctoral Dissertation]. University of Plymouth; 2015. Available from: http://hdl.handle.net/10026.1/3312


California State University – Sacramento

12. Enakaya, Nyesa Asha. Student engagement and belonging in an introductory chemistry course.

Degree: MS, Chemistry, 2017, California State University – Sacramento

 The College of Natural Science and Mathematics, NSM, at California State University Sacramento has a low retention rate, high failure rate and a large achievement… (more)

Subjects/Keywords: Belonging; Engagement; Lower-level chemistry course; General chemistry; Inclusive pedagogy; Achievement gaps; Failure rates

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APA (6th Edition):

Enakaya, N. A. (2017). Student engagement and belonging in an introductory chemistry course. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/194224

Chicago Manual of Style (16th Edition):

Enakaya, Nyesa Asha. “Student engagement and belonging in an introductory chemistry course.” 2017. Masters Thesis, California State University – Sacramento. Accessed August 20, 2019. http://hdl.handle.net/10211.3/194224.

MLA Handbook (7th Edition):

Enakaya, Nyesa Asha. “Student engagement and belonging in an introductory chemistry course.” 2017. Web. 20 Aug 2019.

Vancouver:

Enakaya NA. Student engagement and belonging in an introductory chemistry course. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10211.3/194224.

Council of Science Editors:

Enakaya NA. Student engagement and belonging in an introductory chemistry course. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/194224


Linnaeus University

13. Jaensson, Emma. Förskollärares specialpedagogiska strategier i mötet med alla barns olikheter : En kvalitativ studie om en likvärdig förskola.

Degree: Education and Teacher's Practice, 2019, Linnaeus University

  Studien syftar till att bidra med kunskap om vilka specialpedagogiska strategier som förskollärarna använder i sitt vardagliga arbete för att bemöta alla barns olikheter.… (more)

Subjects/Keywords: Förskola; specialpedagogik; inclusive education; pedagogiska praktiken; en likvärdig skola; inkludering; strategier  ; Pedagogy; Pedagogik

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APA (6th Edition):

Jaensson, E. (2019). Förskollärares specialpedagogiska strategier i mötet med alla barns olikheter : En kvalitativ studie om en likvärdig förskola. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80078

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):

Jaensson, Emma. “Förskollärares specialpedagogiska strategier i mötet med alla barns olikheter : En kvalitativ studie om en likvärdig förskola.” 2019. Thesis, Linnaeus University. Accessed August 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80078.

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

MLA Handbook (7th Edition):

Jaensson, Emma. “Förskollärares specialpedagogiska strategier i mötet med alla barns olikheter : En kvalitativ studie om en likvärdig förskola.” 2019. Web. 20 Aug 2019.

Vancouver:

Jaensson E. Förskollärares specialpedagogiska strategier i mötet med alla barns olikheter : En kvalitativ studie om en likvärdig förskola. [Internet] [Thesis]. Linnaeus University; 2019. [cited 2019 Aug 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80078.

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

Council of Science Editors:

Jaensson E. Förskollärares specialpedagogiska strategier i mötet med alla barns olikheter : En kvalitativ studie om en likvärdig förskola. [Thesis]. Linnaeus University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80078

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


University of Colorado

14. 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 August 20, 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. 20 Aug 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 Aug 20]. 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

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

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 August 20, 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. 20 Aug 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 Aug 20]. 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

16. Natalia Neves Macedo. Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas.

Degree: 2010, Universidade Federal de São Carlos

 This study aimed mainly at understanding how the Special Education in the perspective of the Inclusive Education has been regarded in the Pedagogy courses of… (more)

Subjects/Keywords: Professores - formação; Formação inicial; Curso de pedagogia; Educação inclusiva; Formação inicial de professores; EDUCACAO; Initial teacher education; Pedagogy courses; Inclusive education

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APA (6th Edition):

Macedo, N. N. (2010). Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3782

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):

Macedo, Natalia Neves. “Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas.” 2010. Thesis, Universidade Federal de São Carlos. Accessed August 20, 2019. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3782.

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

MLA Handbook (7th Edition):

Macedo, Natalia Neves. “Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas.” 2010. Web. 20 Aug 2019.

Vancouver:

Macedo NN. Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas. [Internet] [Thesis]. Universidade Federal de São Carlos; 2010. [cited 2019 Aug 20]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3782.

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

Council of Science Editors:

Macedo NN. Formação de professores para a educação inclusiva nos cursos de Pedagogia das Universidades Públicas Paulistas. [Thesis]. Universidade Federal de São Carlos; 2010. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=3782

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


Kent State University

17. Hung, Hui-Lin. Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2008, Kent State University

  This case study investigated the perspectives of East Asian international students and U.S. mainstream faculty members to gain an understanding of how the two… (more)

Subjects/Keywords: Multicultural Education; international/multicultural education; cross-cultural cognition/metacognition; English for academic purposes; inclusive curriculum and pedagogy

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

APA (6th Edition):

Hung, H. (2008). Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1226779218

Chicago Manual of Style (16th Edition):

Hung, Hui-Lin. “Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges.” 2008. Doctoral Dissertation, Kent State University. Accessed August 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1226779218.

MLA Handbook (7th Edition):

Hung, Hui-Lin. “Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges.” 2008. Web. 20 Aug 2019.

Vancouver:

Hung H. Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges. [Internet] [Doctoral dissertation]. Kent State University; 2008. [cited 2019 Aug 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1226779218.

Council of Science Editors:

Hung H. Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges. [Doctoral Dissertation]. Kent State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1226779218


Queensland University of Technology

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

Degree: 2013, Queensland University of Technology

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

McKay, Loraine McLellan. “Transforming perceptions and responses to student difference : the journey of seven beginning teachers.” 2013. Thesis, Queensland University of Technology. Accessed August 20, 2019. https://eprints.qut.edu.au/62442/.

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

MLA Handbook (7th Edition):

McKay, Loraine McLellan. “Transforming perceptions and responses to student difference : the journey of seven beginning teachers.” 2013. Web. 20 Aug 2019.

Vancouver:

McKay LM. Transforming perceptions and responses to student difference : the journey of seven beginning teachers. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2019 Aug 20]. Available from: https://eprints.qut.edu.au/62442/.

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

Council of Science Editors:

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

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


University of Colorado

19. 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 August 20, 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. 20 Aug 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 Aug 20]. 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


University of Manitoba

20. Shackel, Donald. Supporting First Nations students in First Nations schools: perspectives of Manitoba inclusive Indigenist educators.

Degree: Education, 2017, University of Manitoba

 Academic studies and publications related to inclusive education typically exclude the history, development, funding, and experiences related to the provision of special/inclusive education in First… (more)

Subjects/Keywords: Critical Pedagogy; Inclusive Education; First Nations Dis/ability; First Nations Education; Critical Race Theory; Critical Disability Theory; Post/antiColonialism; Intersectionality

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

APA (6th Edition):

Shackel, D. (2017). Supporting First Nations students in First Nations schools: perspectives of Manitoba inclusive Indigenist educators. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32556

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):

Shackel, Donald. “Supporting First Nations students in First Nations schools: perspectives of Manitoba inclusive Indigenist educators.” 2017. Thesis, University of Manitoba. Accessed August 20, 2019. http://hdl.handle.net/1993/32556.

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

MLA Handbook (7th Edition):

Shackel, Donald. “Supporting First Nations students in First Nations schools: perspectives of Manitoba inclusive Indigenist educators.” 2017. Web. 20 Aug 2019.

Vancouver:

Shackel D. Supporting First Nations students in First Nations schools: perspectives of Manitoba inclusive Indigenist educators. [Internet] [Thesis]. University of Manitoba; 2017. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1993/32556.

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

Council of Science Editors:

Shackel D. Supporting First Nations students in First Nations schools: perspectives of Manitoba inclusive Indigenist educators. [Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32556

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

21. Neide da Silveira Duarte de Matos. A educaÃÃo especial e a formaÃÃo de professores proposta pelo programa "EducaÃÃo inclusiva: direito à diversidade".

Degree: 2011, Universidade Estadual do Oeste do Parana

 A presente dissertaÃÃo resulta de investigaÃÃo bibliogrÃfica e documental a respeito da formaÃÃo de professores e de um estudo analÃtico de material governamental publicado, com… (more)

Subjects/Keywords: EducaÃÃo Especial; FormaÃÃo de Professores; Psicologia HistÃrico-Cultural; Pedagogia HistÃrico-CrÃtica; EducaÃÃo inclusiva.; Special Education; Cultural-Historical psychology; Critical-Historic Pedagogy; Inclusive Education; EDUCACAO

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

APA (6th Edition):

Matos, N. d. S. D. d. (2011). A educaÃÃo especial e a formaÃÃo de professores proposta pelo programa "EducaÃÃo inclusiva: direito à diversidade". (Thesis). Universidade Estadual do Oeste do Parana. Retrieved from http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=928

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):

Matos, Neide da Silveira Duarte de. “A educaÃÃo especial e a formaÃÃo de professores proposta pelo programa "EducaÃÃo inclusiva: direito à diversidade".” 2011. Thesis, Universidade Estadual do Oeste do Parana. Accessed August 20, 2019. http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=928.

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

MLA Handbook (7th Edition):

Matos, Neide da Silveira Duarte de. “A educaÃÃo especial e a formaÃÃo de professores proposta pelo programa "EducaÃÃo inclusiva: direito à diversidade".” 2011. Web. 20 Aug 2019.

Vancouver:

Matos NdSDd. A educaÃÃo especial e a formaÃÃo de professores proposta pelo programa "EducaÃÃo inclusiva: direito à diversidade". [Internet] [Thesis]. Universidade Estadual do Oeste do Parana; 2011. [cited 2019 Aug 20]. Available from: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=928.

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

Council of Science Editors:

Matos NdSDd. A educaÃÃo especial e a formaÃÃo de professores proposta pelo programa "EducaÃÃo inclusiva: direito à diversidade". [Thesis]. Universidade Estadual do Oeste do Parana; 2011. Available from: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=928

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


Stockholm University

22. Otterdahl, Sara. Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande.

Degree: Special Education, 2017, Stockholm University

  Instruktioner som hjälper En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram, med utgångspunkt i Galperins teori om stegvist… (more)

Subjects/Keywords: Galperin; orienteringsbas; materiella objekt; symboler; språk; instruktioner; effective instructions; instructional design; lärmiljö; djurutbildningar; animal care education; specialpedagogik; anpassningar; inkludering; inclusive education; Educational Sciences; Utbildningsvetenskap; Pedagogy; Pedagogik; Social Sciences; Samhällsvetenskap

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APA (6th Edition):

Otterdahl, S. (2017). Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145392

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):

Otterdahl, Sara. “Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande.” 2017. Thesis, Stockholm University. Accessed August 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145392.

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

MLA Handbook (7th Edition):

Otterdahl, Sara. “Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande.” 2017. Web. 20 Aug 2019.

Vancouver:

Otterdahl S. Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande. [Internet] [Thesis]. Stockholm University; 2017. [cited 2019 Aug 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145392.

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

Council of Science Editors:

Otterdahl S. Instruktioner som hjälper : En studie om förutsättningar för lärande och anpassningar i praktiska ämnen på ett naturbruksprogram för att bemöta funktionsvariationer, med utgångspunkt i Galperins teori om stegvist lärande. [Thesis]. Stockholm University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145392

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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Jakobsson-Åhl, Teresia. “Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice.” 2018. Thesis, Luleå University of Technology. Accessed August 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869.

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

MLA Handbook (7th Edition):

Jakobsson-Åhl, Teresia. “Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice.” 2018. Web. 20 Aug 2019.

Vancouver:

Jakobsson-Åhl T. Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice. [Internet] [Thesis]. Luleå University of Technology; 2018. [cited 2019 Aug 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869.

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

Council of Science Editors:

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

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

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

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 August 20, 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. 20 Aug 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 Aug 20]. 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


Antioch University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Lyons, Lindsay Beth. “Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.” 2018. Doctoral Dissertation, Antioch University. Accessed August 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

MLA Handbook (7th Edition):

Lyons, Lindsay Beth. “Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.” 2018. Web. 20 Aug 2019.

Vancouver:

Lyons LB. Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales. [Internet] [Doctoral dissertation]. Antioch University; 2018. [cited 2019 Aug 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

Council of Science Editors:

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

26. Jacó, Beatriz Casimiro. A trilogia do sucesso: a educação inclusiva, a investigação-acção e a intervenção no grupo, atendendo à sua diversidade.

Degree: 2011, Repositório Científico Lusófona

 RESUMO: O presente trabalho de projecto teve como principal objectivo compreender de que modo se pode promover o sucesso de todos, através do sucesso de… (more)

Subjects/Keywords: EDUCAÇÃO; EDUCAÇÃO INCLUSIVA; PEDAGOGIA; TUTORIA; METACOGNIÇÃO; SOCIALIZAÇÃO; APRENDIZAGEM COOPERATIVA; EDUCATION; INCLUSIVE EDUCATION; PEDAGOGY; METACOGNITION; SOCIALIZATION; COOPERATIVE LEARNING; MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR

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

APA (6th Edition):

Jacó, B. C. (2011). A trilogia do sucesso: a educação inclusiva, a investigação-acção e a intervenção no grupo, atendendo à sua diversidade. (Thesis). Repositório Científico Lusófona. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/2905

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):

Jacó, Beatriz Casimiro. “A trilogia do sucesso: a educação inclusiva, a investigação-acção e a intervenção no grupo, atendendo à sua diversidade.” 2011. Thesis, Repositório Científico Lusófona. Accessed August 20, 2019. https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/2905.

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

MLA Handbook (7th Edition):

Jacó, Beatriz Casimiro. “A trilogia do sucesso: a educação inclusiva, a investigação-acção e a intervenção no grupo, atendendo à sua diversidade.” 2011. Web. 20 Aug 2019.

Vancouver:

Jacó BC. A trilogia do sucesso: a educação inclusiva, a investigação-acção e a intervenção no grupo, atendendo à sua diversidade. [Internet] [Thesis]. Repositório Científico Lusófona; 2011. [cited 2019 Aug 20]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/2905.

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

Council of Science Editors:

Jacó BC. A trilogia do sucesso: a educação inclusiva, a investigação-acção e a intervenção no grupo, atendendo à sua diversidade. [Thesis]. Repositório Científico Lusófona; 2011. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/2905

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

27. ARAUJO, Fernanda Maria Agostinho de. As reprsesentações sociais de pessoa com deficiência dos estudantes dos cursos de pedagogia: quando a educação inclusiva interroga a formação docente .

Degree: 2016, Universidade Federal de Pernambuco

 Esta pesquisa teve como objetivo compreender as representações sociais de “pessoa com deficiência” dos estudantes dos cursos de Pedagogia, de Instituições de Ensino Superior da… (more)

Subjects/Keywords: Educação Inclusiva; Formação Inicial de Professores; Representação Social; Pessoa com Deficiência; Pedagogia; Inclusive Education; Initial Teacher Training; Social Representation; Person with Disability; Pedagogy

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APA (6th Edition):

ARAUJO, F. M. A. d. (2016). As reprsesentações sociais de pessoa com deficiência dos estudantes dos cursos de pedagogia: quando a educação inclusiva interroga a formação docente . (Doctoral Dissertation). Universidade Federal de Pernambuco. Retrieved from https://repositorio.ufpe.br/handle/123456789/18377

Chicago Manual of Style (16th Edition):

ARAUJO, Fernanda Maria Agostinho de. “As reprsesentações sociais de pessoa com deficiência dos estudantes dos cursos de pedagogia: quando a educação inclusiva interroga a formação docente .” 2016. Doctoral Dissertation, Universidade Federal de Pernambuco. Accessed August 20, 2019. https://repositorio.ufpe.br/handle/123456789/18377.

MLA Handbook (7th Edition):

ARAUJO, Fernanda Maria Agostinho de. “As reprsesentações sociais de pessoa com deficiência dos estudantes dos cursos de pedagogia: quando a educação inclusiva interroga a formação docente .” 2016. Web. 20 Aug 2019.

Vancouver:

ARAUJO FMAd. As reprsesentações sociais de pessoa com deficiência dos estudantes dos cursos de pedagogia: quando a educação inclusiva interroga a formação docente . [Internet] [Doctoral dissertation]. Universidade Federal de Pernambuco; 2016. [cited 2019 Aug 20]. Available from: https://repositorio.ufpe.br/handle/123456789/18377.

Council of Science Editors:

ARAUJO FMAd. As reprsesentações sociais de pessoa com deficiência dos estudantes dos cursos de pedagogia: quando a educação inclusiva interroga a formação docente . [Doctoral Dissertation]. Universidade Federal de Pernambuco; 2016. Available from: https://repositorio.ufpe.br/handle/123456789/18377

28. Modig, Anna Vennberg. "Får vi bara rätt förutsättningar så kan ju varenda en prestera ..." : Lärares beskrivningar av arbetet med extra anpassningar, dess förutsättningar och organisation.

Degree: Communication and Education, 2019, Luleå University of Technology

  Research in inclusive education lacks studies in examining how teachers experience their work. The aim of the study was to contribute knowledge regarding teachers’… (more)

Subjects/Keywords: additional adaptions; inclusive education; special education perspectives; student in need of special education; teachers teaching; extra anpassningar; elever i svårigheter; inkludering; specialpedagogiska perspektiv; Pedagogy; Pedagogik

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

APA (6th Edition):

Modig, A. V. (2019). "Får vi bara rätt förutsättningar så kan ju varenda en prestera ..." : Lärares beskrivningar av arbetet med extra anpassningar, dess förutsättningar och organisation. (Thesis). Luleå University of Technology. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-75079

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):

Modig, Anna Vennberg. “"Får vi bara rätt förutsättningar så kan ju varenda en prestera ..." : Lärares beskrivningar av arbetet med extra anpassningar, dess förutsättningar och organisation.” 2019. Thesis, Luleå University of Technology. Accessed August 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-75079.

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

MLA Handbook (7th Edition):

Modig, Anna Vennberg. “"Får vi bara rätt förutsättningar så kan ju varenda en prestera ..." : Lärares beskrivningar av arbetet med extra anpassningar, dess förutsättningar och organisation.” 2019. Web. 20 Aug 2019.

Vancouver:

Modig AV. "Får vi bara rätt förutsättningar så kan ju varenda en prestera ..." : Lärares beskrivningar av arbetet med extra anpassningar, dess förutsättningar och organisation. [Internet] [Thesis]. Luleå University of Technology; 2019. [cited 2019 Aug 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-75079.

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

Council of Science Editors:

Modig AV. "Får vi bara rätt förutsättningar så kan ju varenda en prestera ..." : Lärares beskrivningar av arbetet med extra anpassningar, dess förutsättningar och organisation. [Thesis]. Luleå University of Technology; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-75079

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

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

Degree: 2018, University of North Florida

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

McGill, Robert James. “Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students.” 2018. Thesis, University of North Florida. Accessed August 20, 2019. https://digitalcommons.unf.edu/etd/850.

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

MLA Handbook (7th Edition):

McGill, Robert James. “Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students.” 2018. Web. 20 Aug 2019.

Vancouver:

McGill RJ. Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students. [Internet] [Thesis]. University of North Florida; 2018. [cited 2019 Aug 20]. Available from: https://digitalcommons.unf.edu/etd/850.

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

Council of Science Editors:

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

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


University of Melbourne

30. RAPHAEL, JO-ANNE. The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities.

Degree: 2013, University of Melbourne

 Increasingly throughout Australia and internationally, there has been a movement towards the inclusion of students with mild to severe disabilities in regular classrooms. This has… (more)

Subjects/Keywords: applied drama; inclusive education; pre-service teacher education; teaching for diversity; drama as pedagogy; affective embodied pedagogy; theatre and disability; actors with disability; participatory action research; arts-based inquiry; transformative research

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

APA (6th Edition):

RAPHAEL, J. (2013). The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38306

Chicago Manual of Style (16th Edition):

RAPHAEL, JO-ANNE. “The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities.” 2013. Doctoral Dissertation, University of Melbourne. Accessed August 20, 2019. http://hdl.handle.net/11343/38306.

MLA Handbook (7th Edition):

RAPHAEL, JO-ANNE. “The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities.” 2013. Web. 20 Aug 2019.

Vancouver:

RAPHAEL J. The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities. [Internet] [Doctoral dissertation]. University of Melbourne; 2013. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/11343/38306.

Council of Science Editors:

RAPHAEL J. The disruptive aesthetic space: drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities. [Doctoral Dissertation]. University of Melbourne; 2013. Available from: http://hdl.handle.net/11343/38306

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