Auswahl der wissenschaftlichen Literatur zum Thema „Inclusion into middle school“
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Zeitschriftenartikel zum Thema "Inclusion into middle school"
Fishman, Jordan M., und Barbara M. Goss. „Inclusion in an Urban Middle School“. Middle School Journal 27, Nr. 4 (März 1996): 24–28. http://dx.doi.org/10.1080/00940771.1996.11495905.
Der volle Inhalt der QuelleNurfadilla, Vania, Sutarjo Sutarjo und Lilis Karyawati. „The Implementation of Student Guidance in Karawang Islamic Middle School“. Edumaspul: Jurnal Pendidikan 6, Nr. 1 (01.03.2022): 1134–38. http://dx.doi.org/10.33487/edumaspul.v6i1.3447.
Der volle Inhalt der QuelleXu, Jianzhong. „Worldview of One Black Family in a Middle School Inclusion Program: An Ethnographic Study“. Teachers College Record: The Voice of Scholarship in Education 108, Nr. 7 (Juli 2006): 1496–530. http://dx.doi.org/10.1177/016146810610800710.
Der volle Inhalt der QuelleRothenberg, Dianne. „Full Inclusion: Creating a Heterogeneous Middle School“. Middle School Journal 25, Nr. 1 (September 1993): 71–73. http://dx.doi.org/10.1080/00940771.1993.11495194.
Der volle Inhalt der QuelleRothenberg, Dianne. „Inclusion in the Middle School: An Update“. Middle School Journal 27, Nr. 1 (September 1995): 56–58. http://dx.doi.org/10.1080/00940771.1995.11496145.
Der volle Inhalt der QuelleShin, Yu-jin, und Hyo-jeong Seo. „Experiences and Support Needs of Parents of Fully Included Students with Disabilities who made Transition from Elementary to Middle Schools“. Special Education Research Institute 28, Nr. 2 (31.10.2023): 1–31. http://dx.doi.org/10.56460/kdps.2023.28.2.1.
Der volle Inhalt der QuelleGoldsmith, Pat Rubio, und Richard Abel. „The Dice Are Loaded: Schools’ Social Class Composition and Athletic Contests“. Socius: Sociological Research for a Dynamic World 8 (Januar 2022): 237802312110694. http://dx.doi.org/10.1177/23780231211069423.
Der volle Inhalt der QuellePrice, J. J., Mary Canarecci, Jim Conrad, Doreen Ehresnzan, Carmie Foster, Harris Mark D., Kathy Martin, Tammy Mullendore, Thomas K. Rice und Penny Wrighthouse. „Mathematics Notebooks in Middle School and Junior High School“. Mathematics Teaching in the Middle School 3, Nr. 1 (September 1997): 34–38. http://dx.doi.org/10.5951/mtms.3.1.0034.
Der volle Inhalt der QuellePfeffer, K., und A. Olowu. „Effects of Socioeconomic Differences on the Sophistication of Nigerian Children's Human Figure Drawings“. Perceptual and Motor Skills 62, Nr. 3 (Juni 1986): 771–74. http://dx.doi.org/10.2466/pms.1986.62.3.771.
Der volle Inhalt der QuelleBenjamin, LaToya, und Sunddip Panesar-Aguilar. „Implementation of Differentiated Instruction in Middle School Classrooms: A Qualitative Study“. World Journal of Education 10, Nr. 1 (21.02.2020): 81. http://dx.doi.org/10.5430/wje.v10n1p81.
Der volle Inhalt der QuelleDissertationen zum Thema "Inclusion into middle school"
Bowers, Clinton Todd. „Effectiveness of inclusion in an Indiana middle school“. ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/709.
Der volle Inhalt der QuelleLomurno, Maryellen. „Roles and expectations in inclusion /“. Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
Der volle Inhalt der QuelleCooney, James M. „Middle school teachers perspectives on inclusion: a qualitative study“. FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/2524.
Der volle Inhalt der QuelleBenjamin, LaToya Keyona. „Differentiated Instruction in Middle School Inclusion Classrooms to Support Special Education Students“. ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7964.
Der volle Inhalt der QuelleHack, Alan Jay. „Pennsylvania Middle School Principals' Attitudes toward the Inclusion of Students with Disabilities in the Regular Education Classroom“. Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670314.
Der volle Inhalt der QuelleThe purpose of this quantitative study was to examine the attitudes of Pennsylvania public middle school principals toward the inclusion of students with disabilities in the regular education classroom. This study focused on factors that may affect the attitudes of middle school principals toward inclusion and on the relationship between these attitudes and the recommended appropriate placement of students with disabilities. A total of 135 middle school principals completed a modified version of Praisner's Principals Inclusion Survey. That data was analyzed using various descriptive statistics and correlation coefficients. Results showed that the majority of middle school principals in the state of Pennsylvania have positive attitudes toward inclusion. Although no statistically significant relationships were found between principals' attitudes toward inclusion and demographics, training, and credits (p > .05), the results suggested that middle school principals with special education teaching experience and special education credits are more likely to have favorable attitudes toward inclusion. A significant relationship was discovered between middle school principals' attitudes and their experience with students with disabilities (r = .195, p = .023). Similarly, a positive correlation was identified between the principals' experience with students with disabilities and their recommendation for the most appropriate placement (r = .438, p = <.0001). As a result, a recommendation from this study is for school district and higher education officials to ensure principals are equipped with the knowledge, expertise, and attitudes to successfully lead inclusive schools.
Alexander, Jack. „Concerns of middle and high school teachers toward inclusion of students with exceptional education needs“. Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf.
Der volle Inhalt der QuelleHolmes, Calandra C. „Effect of Coteaching on the Achievement of Middle School Students With Disabilities“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5722.
Der volle Inhalt der QuelleMeadows, Michelle Lee. „A Case Study On Co-Teacher Noticing Within A Seventh Grade Classroom“. Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1462956685.
Der volle Inhalt der QuelleForrester, Stacey O. „Relationships Among Middle School Teachers' Perceptions Regarding Inclusion of Students with Disabilities in General Education Classrooms“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2049.
Der volle Inhalt der QuelleGoodrow, Marcie Anne. „A Study of Teachers' Challenges with the Inclusion of Middle and High School Students with Autism“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2657.
Der volle Inhalt der QuelleBücher zum Thema "Inclusion into middle school"
Gedge, Nancy. Inclusion for primary school teachers. London, UK: Bloomsbury Education, an imprint of Bloomsbury Publishing Plc, 2016.
Den vollen Inhalt der Quelle findenOldham, Appleby Joyce, Boehm Richard G und Glencoe/McGraw-Hill, Hrsg. Inclusion for the middle school social studies classroom: Strategies and activities. New York: Glencoe McGraw-Hill, 2003.
Den vollen Inhalt der Quelle findenGore, M. C. Successful inclusion strategies for secondary and middle school teachers: Keys to help struggling learners access the curriculum. Thousand Oaks, Calif: Corwin Press, 2004.
Den vollen Inhalt der Quelle findenMurphy, Francis V. Making inclusion work: A practical guide for teachers. Norwood, Mass: Christopher-Gordon Publishers, 2003.
Den vollen Inhalt der Quelle findenKeith, Lenz B., Deshler Donald D und Kissam Brenda R, Hrsg. Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston: Pearson/Allyn and Bacon, 2004.
Den vollen Inhalt der Quelle findenD'Amico, Joan. Differentiated instruction for the middle school science teacher: Activities and strategies for an inclusive classroom. San Francisco: Jossey-Bass, 2010.
Den vollen Inhalt der Quelle findenD'Amico, Joan. Differentiated instruction for the middle school science teacher: Activities and strategies for an inclusive classroom. San Francisco: Jossey-Bass, 2010.
Den vollen Inhalt der Quelle findenHichwa, John. Right fielders are people too: An inclusive approach to teaching middle school physical education. Champaign, IL: Human Kinetics, 1998.
Den vollen Inhalt der Quelle findenKennedy, Craig H. Inclusive middle schools. Baltimore, Md: P.H. Brookes Pub. Co., 2001.
Den vollen Inhalt der Quelle findenKennedy, Craig H. Inclusive middle schools. Baltimore, Md: P.H. Brookes Pub. Co., 2001.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Inclusion into middle school"
Westphal, Laurie E. „Choice in the Inclusive Middle School Classroom“. In Differentiating Instruction With Menus for the Inclusive Classroom Language Arts, 1–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234227-1.
Der volle Inhalt der QuelleWestphal, Laurie E. „Choice in the Inclusive Middle School Classroom“. In Differentiating Instruction With Menus for the Inclusive Classroom Grades 68, 1–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234258-1.
Der volle Inhalt der QuelleWestphal, Laurie E. „Choice in the Inclusive Middle School Classroom“. In Differentiating Instruction With Menus for the Inclusive Classroom Grades 68, 1–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234289-1.
Der volle Inhalt der QuelleWestphal, Laurie E. „Choice in the Inclusive Middle School Classroom“. In Differentiating Instruction with Menus for the Inclusive Classroom Social Studies, 1–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234319-1.
Der volle Inhalt der QuelleRadogna, Donatella. „The Buildings Reuse for a Music District Aimed at a Sustainable Urban Development“. In The Urban Book Series, 567–76. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29515-7_51.
Der volle Inhalt der QuelleBuchanan, Shelly. „Exploring the Lived Experience of Middle School Students Engaged in Inquiry Based Learning“. In Information Literacy: Key to an Inclusive Society, 490–98. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_49.
Der volle Inhalt der QuelleBrentley, Cassandra, und Carmen Thomas-Browne. „Social Justice Math as a Catalyst for Developing Independent Learners and CriticalThinkers in an Urban After-School Math Mentoring Program for Middle School Students“. In Toward Inclusive Learning Design, 279–88. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37697-9_21.
Der volle Inhalt der QuelleLee, Vera J., Allen Grant, Delia Neuman und Mary Jean Tecce DeCarlo. „Using I-LEARN to Foster the Information and Digital Literacies of Middle School Students“. In Information Literacy: Key to an Inclusive Society, 480–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_48.
Der volle Inhalt der QuelleBolt, Sara, und Dawn Decker. „Inclusion“. In Encyclopedia of Cross-Cultural School Psychology, 538–40. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_210.
Der volle Inhalt der QuelleHartlep, Nicholas D., und Daniel P. Scott. „Middle School“. In Asian/American Curricular Epistemicide, 55–68. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-639-2_4.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Inclusion into middle school"
Jana, Matochová. „Experience with the Middle School Inclusion in the Czech Republic“. In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.72.
Der volle Inhalt der QuelleBrowne, Keara. „"In This World, There Are Many Differences": Middle School Teachers' Perceptions About Inclusion“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893130.
Der volle Inhalt der QuelleLevin, Daniel. „Teacher Interns Leading Discussions in Middle School Inclusion Science Classrooms: Increased Expectations for All“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437909.
Der volle Inhalt der QuelleChen, Yu-Lun. „Making for Inclusion: Collaborative Creation of an Engineering Design Program in Autism-Inclusion Middle Schools“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578616.
Der volle Inhalt der QuelleGarcía-Vélez, Roberto, Luis Serpa-Andrade und Graciela Serpa-Andrade. „Inclusion of people with ADHD in school, college, university and work“. In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001890.
Der volle Inhalt der QuelleKoliqi, Donika, und Naser Zabeli. „IDENTIFICATION OF FACTORS AFFECTING ELEMENTARY TEACHERS’ ATTITUDES TOWARDS INCLUSION IN KOSOVO: THE ROLE OF DEMOGRAPHIC VARIABLES“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end062.
Der volle Inhalt der QuellePolanco Jr, Alexis, und Tsailu Liu. „Uncovering an Inclusion Gap in the Design of Digital Assessments for Middle school-aged Deaf and Hard of Hearing Students in the United States“. In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003329.
Der volle Inhalt der QuelleRoberts, Carly. „Advancing Inclusive Education in Middle School Science: A Case Study of Expansive Learning“. In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1893196.
Der volle Inhalt der QuelleMason, Linda. „Exploring Inclusive Middle School Content Teachers' Training, Perceptions, and Classroom Practice for Writing“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2007933.
Der volle Inhalt der QuelleSOLIHAH, II, und Amelia Arnis. „The Effect of Health Education on Prevention of Cardiovascular Disease Risk Factors Towards Knowledge and Attitudes of Overweight Adolescents“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.20.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Inclusion into middle school"
Bulat, Jennae, Anne Hayes, Wykia Macon, Renata Ticha und Brian Abery. School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. RTI Press, Januar 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0031.1701.
Der volle Inhalt der QuelleBusso, Matías, und Verónica Frisancho. Ability Grouping and Student Performance: Experimental Evidence from Middle Schools in Mexico. Inter-American Development Bank, Februar 2023. http://dx.doi.org/10.18235/0004716.
Der volle Inhalt der QuelleHayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.
Der volle Inhalt der QuelleAhmed, Syeda, und Anannya Chakraborty. Policy brief: Teacher professional development for students with disability in the Asia-Pacific. Australian Council for Educational Research, Mai 2023. http://dx.doi.org/10.37517/978-1-74286-708-3.
Der volle Inhalt der QuelleEllis, Christopher D., Byoung-Suk Kweon und Mark Storie. Sidwell Friends Middle School. Landscape Architecture Foundation, 2012. http://dx.doi.org/10.31353/cs0320.
Der volle Inhalt der QuelleOzen, Zafer, und Nielsen Pereira. Predicting Indiana Public Middle School Science Achievement by School Demographics. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317460.
Der volle Inhalt der QuelleFischer, Kelly. Cultivating Environmental Stewardship in Middle School Students. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.560.
Der volle Inhalt der QuelleHayes, Anne M., und Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, Juli 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.
Der volle Inhalt der QuelleMorris, Donald C., James Maravelias, Gregory Cravedi, Thomas Best, Ian Campbell, Nicholas Grudziecki und Robert Spelfogel. Final Environmental Assessment: Replace Hanscom AFB Middle School. Fort Belvoir, VA: Defense Technical Information Center, April 2012. http://dx.doi.org/10.21236/ada611832.
Der volle Inhalt der QuelleMathur, Chhavi, Sara Ahmed, Aakriti Parasha, Darab Nagarwalla, Sanskriti Menon, Bhageerath Swaraj, Rifa Meddapil et al. Development of Water Classrooms for Middle School Students. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1206.2023.
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