Auswahl der wissenschaftlichen Literatur zum Thema „Training of Teachers of exceptional children“
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Zeitschriftenartikel zum Thema "Training of Teachers of exceptional children"
Brackenreed, Ph. D., Darlene G. „Exceptional Lives: Teachers’ Stories“. World Journal of Educational Research 3, Nr. 2 (13.06.2016): 251. http://dx.doi.org/10.22158/wjer.v3n2p251.
Der volle Inhalt der QuelleAldridge, Jerry T., und Gypsy Abbott Clayton. „Elementary Teachers' Cognitive and Affective Perceptions of Exceptional Children“. Psychological Reports 61, Nr. 1 (August 1987): 91–94. http://dx.doi.org/10.2466/pr0.1987.61.1.91.
Der volle Inhalt der QuelleChurton, Michael W. „Preparation of adapted physical educators in Appalachia: Preservice Training Model“. Rural Special Education Quarterly 9, Nr. 3 (September 1988): 18–22. http://dx.doi.org/10.1177/875687058800900304.
Der volle Inhalt der QuelleMcintosh, Dean K., und Gail I. Raymond. „Training special education teachers in rural areas: A viable model“. Rural Special Education Quarterly 9, Nr. 1 (April 1988): 2–5. http://dx.doi.org/10.1177/875687058800900101.
Der volle Inhalt der QuelleCahyo Adi Kistoro, Hanif, Caly Setiawan, Eva Latipah und Himawan Putranta. „Teacher’s experiences in character education for autistic children“. International Journal of Evaluation and Research in Education (IJERE) 10, Nr. 1 (01.03.2021): 65. http://dx.doi.org/10.11591/ijere.v10i1.20743.
Der volle Inhalt der QuellePasha, Shaheen, Muhammad Javed Aftab und Robina Naqvi. „Training Need Assessment for Teachers Working in an Inclusive Setting for Children with Disabilities“. Review of Applied Management and Social Sciences 4, Nr. 1 (20.03.2021): 27–44. http://dx.doi.org/10.47067/ramss.v4i1.96.
Der volle Inhalt der QuelleDa Fonte, M. Alexandra, und Miriam C. Boesch. „Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers“. Journal of International Special Needs Education 19, Nr. 2 (01.05.2016): 47–58. http://dx.doi.org/10.9782/2159-4341-19.2.47.
Der volle Inhalt der QuelleJesus, Denise Meyrelles, Regina Helena Silva Simões und Miriã Lúcia Luiz. „Pessoas com deficiência na escola capixaba pós-1964: Questões da exceção“. education policy analysis archives 27 (03.06.2019): 67. http://dx.doi.org/10.14507/epaa.27.4518.
Der volle Inhalt der QuellePamungkas, Bayu, Rochmat Wahab, Suwarjo Suwarjo und Adi Susen. „School and Family Collaboration on Twice-exceptional Academic Program Services“. International Journal of Learning, Teaching and Educational Research 22, Nr. 12 (30.12.2023): 351–67. http://dx.doi.org/10.26803/ijlter.22.12.17.
Der volle Inhalt der QuelleUndro, Evelina, und Sigita Girdzijauskienė. „Gifted Girls’ Learning Experience in General Education“. Acta Paedagogica Vilnensia 43 (20.12.2019): 57–70. http://dx.doi.org/10.15388/actpaed.43.4.
Der volle Inhalt der QuelleDissertationen zum Thema "Training of Teachers of exceptional children"
Becker, Theresa. „Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms“. Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.
Der volle Inhalt der QuellePh.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
Lewis, Daniel. „The experience of moving from mainstream to special school : a case study of eight teachers' transformative learning“. Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13315/.
Der volle Inhalt der QuelleLewis, Elaine. „Teaching twice exceptional children: Gifted with learning difficulties: Professional development and provision in a Montessori school“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/504.
Der volle Inhalt der QuelleBauers, Anne M. „Becoming literate : teachers and children talking about writing in the early years“. Thesis, University of East Anglia, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334332.
Der volle Inhalt der QuelleEdwards, Carla Ward. „The Effects of Modeling, Roleplaying and Feedback on the Performance of Teachers of Children with Autism“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279282/.
Der volle Inhalt der QuelleMcBride, Bonnie J. „Promoting instructional interactions : effects of training preschool teachers to use a discrete trial instructional format during classroom activities /“. Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7701.
Der volle Inhalt der QuelleNeves, Cardoso Carlos Manuel. „The schooling of African-origin children in Portugal : an analysis of primary school teachers' views“. Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309987.
Der volle Inhalt der QuelleBoatman, Vikki. „An Investigation into the Effects of Long-term Staff Development on Teacher Perceptions and Reading Achievement on Young Children“. Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc6149/.
Der volle Inhalt der QuelleMahon, Tammy A. „Responses of teachers of students with emotional disabilities to student needs and the implications of licensure training requirements“. Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344200.
Der volle Inhalt der QuelleDepartment of Special Education
Day, Deanna Lea. „"A taste of teaching": Preservice teachers and children engage in literature circles“. Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280166.
Der volle Inhalt der QuelleBücher zum Thema "Training of Teachers of exceptional children"
Shea, Thomas M. Parents and teachers of exceptional students: A handbook for involvement. Boston: Allyn and Bacon, 1985.
Den vollen Inhalt der Quelle finden1922-, Garrett John, und Dyke Bob, Hrsg. Microelectronics and pupils with special educational needs: Support material for the in-service training of teachers. Manchester: Manchester University Press, 1988.
Den vollen Inhalt der Quelle findenShea, Thomas M. Parents and teachers of exceptional students: A handbook for involvement. Newton, Mass: Allyn and Bacon, 1985.
Den vollen Inhalt der Quelle findenBélanger, Nathalie. Formation des enseignant(e)s: Classes hétérogènes et enfance en difficulté à l'école franco-ontarienne. Toronto: Centre de recherches en éducation franco-ontarienne, [Institut d'études pédagogiques de l'Ontario], 2001.
Den vollen Inhalt der Quelle findenB, Pollingue Alice, Hrsg. The exceptional teacher's handbook: The first-year special education teacher's guide to success. 3. Aufl. Thousand Oaks, Calif: Corwin Press, 2009.
Den vollen Inhalt der Quelle findenB, Pollingue Alice, Hrsg. The exceptional teacher's handbook: The first-year special education teacher's guide to success. 2. Aufl. Thousand Oaks, Calif: Corwin Press, 2005.
Den vollen Inhalt der Quelle findenB, Pollingue Alice, Hrsg. The exceptional teacher's handbook: The first-year special education teacher's guide for success. Thousand Oaks, Calif: Corwin Press, 2001.
Den vollen Inhalt der Quelle findenMallon, Brenda. An introduction to counselling skills for special educational needs. Manchester: Manchester University Press, 1987.
Den vollen Inhalt der Quelle findenTeaching exceptional children. New York: McGraw-Hill, 2011.
Den vollen Inhalt der Quelle finden(2003), Exceptional Children Conference. Exceptional children conference: The annual training seminar of the PBA Legal Services for Exceptional Children Committee. [Mechanicsburg, PA (5080 Ritter Rd., Mechanicsburg 17055-6903)]: Pennsylvania Bar Institute, 2003.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Training of Teachers of exceptional children"
Savina, Elena, Caroline Fulton und Christina Beaton. „Emotional Development of Children“. In Training Teachers in Emotional Intelligence, 58–71. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-6.
Der volle Inhalt der QuelleTimofeev, Mikhail A., und Elena M. Aleksapolskaya. „Genesis of the Training System for Teachers-Defectologists in Russia: 1918–1920 (Kashchenko’s Moscow Courses)“. In Education of Children with Special Needs, 411–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_42.
Der volle Inhalt der QuellePost, Phyllis. „Child-Centered Kinder Training for Teachers of Preschool Children Deemed at Risk“. In Child-Centered Play Therapy Research, 409–26. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269626.ch23.
Der volle Inhalt der QuelleBiffi, Elisabetta. „Training Teachers to Prevent Violence Against Children: The First Line Against Family Violence“. In The Palgrave Handbook of Education Law for Schools, 519–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77751-1_25.
Der volle Inhalt der QuelleBhavani, Rao R., Srividya Sheshadri und Laura Aswati Maciuika. „Addressing the First Teachers: Education and Sustainable Development for Children, Families and Communities Through Vocational Education, Technology and Life Skills Training for Women“. In Children and Sustainable Development, 319–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47130-3_25.
Der volle Inhalt der QuelleKozloff, Martin A. „Social Exchange and Behavioral Change in Families of Deviant Children: Training Parents as Teachers“. In Behavioral Theory in Sociology, 193–238. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781351319201-9.
Der volle Inhalt der QuelleZecca, Luisa. „The Game of Thinking. Interactions Between Children and Robots in Educational Environments“. In Makers at School, Educational Robotics and Innovative Learning Environments, 87–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_12.
Der volle Inhalt der QuelleWebster-Stratton, Carolyn, und M. Jamila Reid. „Incredible Years Parents and Teachers Training Series: A Head Start Partnership to Promote Social Competence and Prevent Conduct Problems.“ In Preventing youth substance abuse: Science-based programs for children and adolescents., 67–88. Washington: American Psychological Association, 2007. http://dx.doi.org/10.1037/11488-003.
Der volle Inhalt der QuelleArinushkina, Anna A., und Olga A. Mashkina. „Development of the Special Professional Training System for Teachers to Work with Children with Disabilities in China“. In Educational Management and Special Educational Needs, 179–89. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57970-7_16.
Der volle Inhalt der QuelleParra-Luzuriaga, Karina, Yaroslava Robles-Bykbaev, Vladimir Robles-Bykbaev und Paúl León-Goméz. „An Interactive Guide Based on Learning Objects to Train Teachers on the Detection and Support of Children with Attention Deficit Hyperactivity Disorder“. In Advances in Human Factors in Training, Education, and Learning Sciences, 78–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80000-0_10.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Training of Teachers of exceptional children"
Avsheniuk, Nataliia, Nataliya Seminikhyna und Olena Lutsenko. „English Language Curicculum for Student Teachers Training to Perform in Cultirally Diversified Settings“. In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.31.
Der volle Inhalt der QuelleMaliha, Siti, Peter Newcombe, Robyn Gillies und Frieda Mangunsong. „INTERVENTION STUDY FOR TEACHERS IN INDONESIA TO ENGAGE WITH TWICE-EXCEPTIONAL CHILDREN IN THE CLASSROOM“. In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0501.
Der volle Inhalt der QuelleKoumi, Jack. „“Audiovision” for training teachers of nigerian nomadic children“. In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820217.
Der volle Inhalt der QuelleMag, Alina Georgeta. „TRAINING TEACHERS TO EMPOWER CHILDREN AND YOUNG PEOPLE. AN INCLUSIVE PERSPECTIVE“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1891.
Der volle Inhalt der QuelleHrytsai, Nataliia. „Formation Training Of Value Attitude To Nature In Children For Future Teachers“. In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.48.
Der volle Inhalt der QuelleTONU, Valentina. „Teachers′ continuous professional training: quality assurance imperative“. In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p429-432.
Der volle Inhalt der QuelleYudina, Irina, Natalya Abramova, Tatiana Makarova und Marianna Manasytova. „Training Teachers to Work with Children with Special Needs in North-Eastern Russia“. In IFTE 2021 - VII International Forum on Teacher Education. Pensoft Publishers, 2022. http://dx.doi.org/10.3897/ap.5.e1847.
Der volle Inhalt der QuelleJursova zacharova, Zlatica, Lenka Sokolova und Miroslava Lemesova. „ONLINE EDUCATION AND VIDEO TRAINING IN THE TRAINING FOR FOREIGN LANGUAGE TEACHERS“. In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-119.
Der volle Inhalt der QuelleIlyasov, Dinaf, Vera Makashova, Alla Sevrukova und Elena Selivanova. „TRAINING TEACHERS TO USE THE METHOD OF CINEMA PEDAGOGICS IN THEIR WORK WITH CHILDREN“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0439.
Der volle Inhalt der QuelleBiffi, Elisabetta, und Daniela Bianchi. „TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Training of Teachers of exceptional children"
Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
Der volle Inhalt der QuelleKolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, Februar 2022. http://dx.doi.org/10.12731/er0532.03022022.
Der volle Inhalt der QuellePetrie, Christopher, Clara García-Millán und María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, Juni 2021. http://dx.doi.org/10.18235/0003343.
Der volle Inhalt der QuellePalamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva und Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, Juli 2021. http://dx.doi.org/10.31812/123456789/4636.
Der volle Inhalt der QuelleOlefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova und Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.
Der volle Inhalt der QuelleШестопалова (Бондар), Катерина Миколаївна, und Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.
Der volle Inhalt der QuelleBano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.
Der volle Inhalt der QuelleVEDESHKINA, NATALIA A., und VALENTINA A. MAXIMENKO. COMPUTER GAME "THE WAY TO A SECURE INTERNET". SIB-Expertise, November 2023. http://dx.doi.org/10.12731/er0743.18112023.
Der volle Inhalt der QuelleBano, Masooda. In Need of Fresh Thinking: What Pratham’s Experience of Mobilising Communities Says about Current Development Thinking about Community Participation in Education. Research on Improving Systems of Education (RISE), Juli 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/100.
Der volle Inhalt der QuelleEDUCATIONAL AND METHODICAL MANUAL "DEVELOPMENT OF MOTOR ACTIVITY IN CHILDREN 2-3 YEARS OLD IN THE ROUTE GAME "TOURIST PATH". SIB-Expertise, Dezember 2023. http://dx.doi.org/10.12731/er0748.04122023.
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