Journal articles: 'Mainstreaming in education'

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Enkiwe-Abayao, Leah. "Mainstreaming Intercultural Education." Higher Education Policy 18, no. 4 (December 2005): 409–11. http://dx.doi.org/10.1057/palgrave.hep.8300101.

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Salim, Arhanuddin. "Mainstreaming Interfaith Education." EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan 20, no. 3 (December 24, 2022): 252–61. http://dx.doi.org/10.32729/edukasi.v20i3.1156.

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Abstract This paper evaluates interfaith education in Indonesia through a case study of Interfidei's school program in Yogyakarta. Interfaith education is one of Indonesia's most common ways of addressing interfaith tensions. This qualitative research uses a comparative descriptive method with data collection techniques using in-depth interview techniques, observation, and documentation. The research location is in Yogyakarta, observing the implementation of the Interfaith School at the Interfidei Foundation, Yogyakarta. Interfidei school is an excellent interfaith school in Indonesia. The form of interfaith education developed by Interfidei focuses on interfaith community activities and is booming with the interpersonal approach to reduce prejudice between participants. However, interreligious education focusing on interpersonal relations fails to bring about significant inter-religious understanding because it avoids discussing fundamental theological issues and differences. The results showed that theological and philosophical approaches are needed to bring about a profound change in interfaith knowledge in Indonesia rather than the current focus on interpersonal relations. Abstrak Tulisan ini mengevaluasi pendidikan lintas agama di Indonesia melalui studi kasus program sekolah Interfidei di Yogyakarta. Pendidikan lintas agama adalah salah satu cara paling umum di Indonesia untuk mengatasi ketegangan antar agama. Penelitian kualitatif ini menggunakan metode deskriptif komparatif dengan teknik pengumpulan data menggunakan teknik wawancara mendalam, observasi, dan dokumentasi. Penelitian dilakukan di Yogyakarta, pada Sekolah Lintas Agama di Yayasan Interfidei. Sekolah Interfidei adalah sekolah unggulan antar-agama di Indonesia. Bentuk pendidikan lintas agama yang dikembangkan oleh Interfidei menitikberatkan pada kegiatan komunitas lintas agama dengan pendekatan interpersonal untuk mengurangi prasangka antar peserta. Namun, pendidikan antar-agama yang menitikberatkan pada relasi interpersonal menghasilkan pemahaman antar-agama yang signifikan karena menghindari pembahasan persoalan dan perbedaan teologis yang mendasar. Hasil penelitian menunjukkan bahwa pendekatan teologis dan filosofis diperlukan untuk membawa perubahan mendalam dalam pengetahuan lintas agama di Indonesia daripada fokus hubungan interpersonal saat ini.

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Schloss, Patrick J. "Mainstreaming Revisited." Elementary School Journal 92, no. 3 (January 1992): 233–44. http://dx.doi.org/10.1086/461690.

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Balalaieva, O. Yu. "Mainstreaming of Gender Perspective in Journalism Education." Mìžnarodnij fìlologìčnij časopis 11, no. 2 (May 22, 2020): 105–9. http://dx.doi.org/10.31548/philolog2020.02.105.

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Morna, C. L., and P. Shilongo. "Mainstreaming gender into media education." Ecquid Novi: African Journalism Studies 25, no. 1 (January 1, 2004): 133–37. http://dx.doi.org/10.3368/ajs.25.1.133.

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Hill, Brian V. "Mainstreaming Values Issues in Education." Journal of Christian Education os-39, no. 1 (April 1996): 7–16. http://dx.doi.org/10.1177/002196579603900103.

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Schack, Fred K., Phyllis Cranfield, and Michael Marsallo. "Physical Education, Mainstreaming, and You!" Strategies 4, no. 3 (January 1991): 14–18. http://dx.doi.org/10.1080/08924562.1991.10591775.

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Lowe Morna, Colleen, and Pauliina Shilongo. "Mainstreaming gender into media education." Ecquid Novi: African Journalism Studies 25, no. 1 (January 2004): 133–37. http://dx.doi.org/10.1080/02560054.2004.9653285.

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Lewis, Marjorie. "Mainstreaming Gender in Theological Education." Ecumenical Review 71, no. 4 (September 29, 2019): 545–51. http://dx.doi.org/10.1111/erev.12459.

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Broadhead, Geoffrey D. "Placement of Mildly Handicapped Children in Mainstream Physical Education." Adapted Physical Activity Quarterly 2, no. 4 (October 1985): 307–13. http://dx.doi.org/10.1123/apaq.2.4.307.

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This paper describes some issues which should be considered when placing mildly handicapped children with their nonhandicapped peers for physical education, and contrasts two approaches which seek to produce effective mainstreaming. In some parts of the country, having decided that mainstreaming large numbers of mildly handicapped children was appropriate, state education administrators have issued regulations and guidelines aimed at ensuring delivery of services. However, it is suggested that mainstreaming policies and procedures which do not take account of conditions in widely disparate local school settings may be unlikely to match the unique needs of each handicapped child. An alternate way to ensure effective mainstreaming is discussed.

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Biklen, Douglas P. "Mainstreaming." Journal of Learning Disabilities 18, no. 1 (January 1985): 58–61. http://dx.doi.org/10.1177/002221948501800114.

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Aydin, Aydan. "Educational support in mainstreaming practices project: Evaluation of the effectiveness of paraprofessional education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 670–80. http://dx.doi.org/10.18844/prosoc.v4i1.2452.

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Jordansson, Birgitta, and Helen Peterson. "Jämställdhetsintegrering vid svenska universitet och högskolor. Det politiska uppdraget återspeglat i lärosätenas planer." Kvinder, Køn & Forskning, no. 1-2 (July 30, 2019): 58–70. http://dx.doi.org/10.7146/kkf.v28i1-2.116117.

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Gender Mainstreaming in Swedish Higher Education: the political directive reflected in institutional plans. The Swedish government’s latest reform of gender inequality in higher education set out to strengthen gender mainstreaming. Following this reform, the Swedish higher education institutions established gender mainstreaming plans for 2017-2019. In this article, we analyse and discuss the content of these plans, focusing on how they describe the organisation of gender mainstreaming, the understanding of gender inequality as a problem, and the planned activities to achieve gender mainstreaming. Drawing on interpretative frame theory, we identify challenges with the aims and scopes of these plans and the definitions they employ, e.g. in attempts to merge gender mainstreaming with the already on-going equal opportunity work based on the Swedish Discrimination Act. We conclude that many institutions have adopted an approach to gender mainstreaming that has the potential for transformation through long-term and sustainable cultural and structural change. To what extent the plans will be fully implemented, however, remains to be investigated, and depends on the organisation of work, commitment of leaders, and legitimacy of practitioners.

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Domogen, Jevera C., Joyce D. Cuyangoan, and Lloyd F. Ilacad. "Mainstreaming Gender Perspectives in Modular Instruction." International Journal of Learning, Teaching and Educational Research 21, no. 11 (November 30, 2022): 129–51. http://dx.doi.org/10.26803/ijlter.21.11.8.

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Gender equality in education can be achieved through gender mainstreaming. Through gender-responsive practices, this transformation can be achieved. This study assessed the implementation of Gender and Development (GAD) perspectives in modular instruction at Mountain Province State Polytechnic College. It aimed to identify modular instruction practices that promote gender-fair learning and challenges in mainstreaming gender perspectives and suggest measures to address the challenges. The study participants were thirty-four (34) faculty members as module developers. A descriptive research method through document analysis of the syllabi and modules was utilized to identify the gender mainstreaming practices in modular instruction. An interview and focus group discussion were conducted to identify challenges and further clarify issues in the research. The data analysis showed that course facilitators considered gender-inclusive practices in module development, indicating an awareness of gender mainstreaming. However, only a few were able to integrate GAD concepts into their modules. Also, there are pressing challenges faced by the course facilitators in facilitating gender mainstreaming practices that have given rise to a lack of commitment towards advancing GAD programs. The gender-inclusive practices and the different challenges underscore the further need to intensify mainstreaming efforts in the following areas: enabling policy, human resources, material resources, and activities.

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Arnold, Michael. "Mainstreaming the Digital Revolution." Higher Education Quarterly 53, no. 1 (January 1999): 49–64. http://dx.doi.org/10.1111/1468-2273.00112.

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Bloom, Doris T. "Mainstreaming remains the goal." Day Care & Early Education 19, no. 2 (December 1991): 44–45. http://dx.doi.org/10.1007/bf01617562.

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Sefotho, Maximus Monaheng. "Mainstreaming disability in education beyond 2015." South African Journal of Education 35, no. 1 (February 27, 2015): 1–8. http://dx.doi.org/10.15700/201503070007.

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Neverkovich, Sergej Dmitrievich, and Anastasija Aleksandrovna Popova . "Mainstreaming security threats in physical education." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2020): 118–28. http://dx.doi.org/10.51314/2073-2635-2020-1-118-128.

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The article presents the institutional model developed for the study of the security of the educational system of physical culture and sport, together with methodological analysis. Recommendations for monitoring the source of hazards in physical education are well founded. A comprehensive approach to national security in physical education has been developed.

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Darrow, Alice-Ann. "Research on Mainstreaming in Music Education." Update: Applications of Research in Music Education 9, no. 1 (November 1990): 35–37. http://dx.doi.org/10.1177/875512339000900108.

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Ibrahim, Tasneem. "Global citizenship education: mainstreaming the curriculum?" Cambridge Journal of Education 35, no. 2 (June 2005): 177–94. http://dx.doi.org/10.1080/03057640500146823.

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Jullimursyida, Khalsiah, Deasy Siska, LIiliswidaningsih, Aan Komariah, Rozanna Dewi, Mawardati, Yessi Aaprilia, and Andi Asrifan. "Gender Mapping in Higher Education Systems: A Case in Indonesia." Journal of Business and Management Studies 5, no. 1 (January 6, 2023): 30–37. http://dx.doi.org/10.32996/jbms.2023.5.1.4.

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Gender mainstreaming has a very influential foundation in the education sector and controls the quality of development in various regions in Indonesia and other areas. The development of education in the institutional sector in several regions in Indonesia faced various problems, such as (a) the need for mapping opportunities on a policy scale and expanding access; for all genders, (b) The effect of education and quality improvement, very relevant, with competitiveness there is a development and being able to improve the Indonesian economy; (c) improving the quality of higher education to be able to improve the performance of national education also requires a comprehensive reform that has started with the policy of decentralization and educational autonomy as part of the political reform of government. Research objectives a. identify the mapping of gender mainstreaming-based education policies at Malikusaleh University b. reviewing the quality of Gender mainstreaming-based education at Malikusaleh University, and c. improving the quality of Gender mainstreaming education towards higher education transformation & institutions. This study uses a qualitative method. Qualitative methods produce descriptive data. The study results are Gender mainstreaming is an organized strategy in institutions, both internally and externally, based on institutional transformation and influencing organizational culture. The results of this research have changed and given birth to various policies within Malikusaleh University. Education is responsive to the current globalization cycle, including policy requirements, especially for women—advances in science and technology. Gender mainstreaming has produced a new civilization both as a process and an institution. Study findings/gender equality as a common goal can improve the quality of education gradually and have competitiveness both in the territory of Indonesia and in foreign countries.

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Falkenberg, Thomas, and Gary Babiuk. "The status of education for sustainability in initial teacher education programmes: a Canadian case study." International Journal of Sustainability in Higher Education 15, no. 4 (August 26, 2014): 418–30. http://dx.doi.org/10.1108/ijshe-10-2012-0088.

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Purpose – The purpose of this paper is to establish the status of education for sustainability in the teacher education programmes in the province of Manitoba in Canada and to identify challenges and obstacles for mainstreaming education for sustainability in those programmes. Design/methodology/approach – Using a multi-unit case study design, online programme information and data from interviews with faculty administrators and a convenience sample of faculty members from all five faculties of education in Manitoba were collected and analysed. Findings – There is no systematic and focused preparation of teachers for education for sustainability in any of the Manitoba teacher education programmes. Three challenges for mainstreaming of education for sustainability are identified: lack of leadership, an unfavourable view of the role of education for sustainability and the silo-ing within faculties of education. Research limitations/implications – The research is limited by its focus on the programme-based implementation of education for sustainability in faculties of education, which did not include any course-based implementation by individual instructors. Practical implications – To address the challenges and obstacles for mainstreaming, the authors argue for joint leadership across the relevant institutional levels (government, university and faculty), and for establishing education for sustainability as a framework for responding to the purpose question of school education. Originality/value – The study provides empirical evidence for some of the major challenges for mainstreaming education for sustainability in faculties in education and, by generalisation, all university faculties.

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Saur, Rosemary E., Charles A. Layne, Elizabeth A. Hurley, and Kathryne Opton. "Dimensions of Mainstreaming." American Annals of the Deaf 131, no. 5 (1986): 325–30. http://dx.doi.org/10.1353/aad.2012.1023.

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Skinner, Michael E. "FOCUS ON MAINSTREAMING." Reading & Writing Quarterly 12, no. 1 (January 1996): 111–12. http://dx.doi.org/10.1080/1057356960120108.

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Sepillo, Jesseca Jean A., and Novrina Bigilda A. Orge. "Challenges in Gender Mainstreaming in the Department of Education: Basis for Proposed Intervention Program for Secondary Teachers in the Division of Zambales." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 10 (October 23, 2021): 960–74. http://dx.doi.org/10.11594/ijmaber.02.10.14.

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The study aimed to determine the challenges in gender mainstreaming in the Department of Education. The study made use of descriptive research design with the aid of questionnaires the main instrument in gathering the data. Descriptive and inferential statistics were used for data analysis. The study revealed that a typical respondent was in their middle adulthood aged thirty-one to forty, majority were female, most have rendered zero to four years in service, more than half of the public secondary teachers are Teacher I, and most of the public secondary teachers attended three to five numbers of relevant training on gender mainstreaming. The public secondary teachers identified that the security, health and other student services was moderately serious problem while facilities, administration, instruction and curriculum was not a problem. There was a statistically significant difference on the problems encountered by the public secondary teachers on the gender mainstreaming implementation in terms of administration and curriculum when grouped according to age and number of relevant training attended on gender mainstreaming. There was a statistically significant difference on the problems encountered by the public secondary teachers on the gender mainstreaming implementation in terms of instruction when grouped according to number of relevant training attended on gender mainstreaming. There was a significant difference on the problems encountered by the public secondary teachers on the gender mainstreaming implementation in terms of facilities when grouped according to sex, length of service and number of relevant training attended on gender mainstreaming. There was a significant difference on the problems encountered by the public secondary teachers on the gender mainstreaming implementation in terms of security, health and other student services when grouped according to sex and number of relevant training attended on gender mainstreaming. The proposed intervention program addresses the gender mainstreaming implementation for public secondary teachers in the Division of Zambales

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Kirima, Lucy Karimi. "Socio-cultural Factors Affecting Gender Mainstreaming in the Ministry of Education: A Case of Embu and Tharaka-Nithi County." Business and Economic Research 9, no. 3 (July 9, 2019): 38. http://dx.doi.org/10.5296/ber.v9i3.15049.

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The purpose of the study was to establish socio-cultural factors affecting gender mainstreaming in the ministry of education. The study used descriptive survey research design. The target population consisted of the county and sub-county gender coordinators and the heads of public secondary schools. Embu and Tharaka-Nithi was selected purposively because of low transition rate from primary to secondary schools. A total of 211 respondents were sampled through purposive and random sampling techniques. A questionnaire and an interview schedule were used to collect primary data. Descriptive statistics were used to summarize the properties of the mass data that were collected from the respondents. Factor analysis method was used to determine the factors that were used in the study namely; strength of strategies, gender mainstreaming strategies, gender policy in education, gender disparities in education and understanding of the policy which were used in logistic regression analysis. Logit regression was used to determine the effect of the factors on gender mainstreaming. Among the five factors, only one factor (gender disparities in education) affected gender mainstreaming negatively. All other predictor variables: strength of strategies; gender mainstreaming strategies; gender policy in education and understanding of gender policy in education affected gender mainstreaming positively. From the findings, it is evident that Gender policy in education is not being implemented effectively in the public secondary schools and there are several factors affecting gender mainstreaming in the education sector which includes; inadequate commitment from top-down to the institution, gender concept was not well understood, inadequate training and awareness for teachers, gender imbalance and inadequate training for Board of Governors and Parents Teachers Association, inadequate resources and socio-cultural factors. The study concluded that the school heads, teachers and management were ill-prepared for the policy implementation, there is inadequate support, training and awareness. Also, there is poor system of monitoring and evaluation. More so, policies and strategies outlined for secondary schools are appropriate and satisfactory but requires balancing between boys and girls.

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Sholehudin, Sholehudin. "STRATEGIES AND IMPLEMENTATION OF RELIGIOUS MODERATION IN ISLAMIC STATE RELIGIOUS HIGHER EDUCATION INSTITUTIONS." Proceeding of The Postgraduate School Universitas Muhammadiyah Jakarta 1 (October 26, 2023): 429. http://dx.doi.org/10.24853/pi.1.0.2023.429-442.

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The mainstreaming of religious moderation is being intensively carried out by the Ministry of Religion Affair through the State Islamic Religious University (PTKIN). This mainstreaming is intended to ensure the presence of a moderate and tolerant religious narrative. This article is the result of a brief research using library research methods, where the data presented comes from the literature and any information related to the object of research and then the contents are analyzed, especially regarding how to implement mainstreaming of religious moderation in various PTKIN. Mainstreaming religious moderation program is still purely ceremonial in nature and has not been carried out systematically and simultaneously through a clear roadmap and technical guidelines for its implementation. The presence of this article is expected to confirm how the religious moderation strategy and its implementation along with solutions are implemented within PTKIN.

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Ch, Mufidah. "Strategi Implementasi Pengarusutamaan Gender Bidang Pendidikan Islam." Al-Tahrir: Jurnal Pemikiran Islam 11, no. 2 (November 1, 2011): 391. http://dx.doi.org/10.21154/al-tahrir.v11i2.41.

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<em>Islam encourages Moslems to seek for knowledge regardless the area boundary, age, and field of interest. However, the Islamic education in Indonesia has not been able to facilitate men and women to obtain equal education. This gender gap is found in the policy, management, and teaching institutions of Islamic education. This has an impact on learner output, his/her roles and responsibilities in society. Although the President Instruction No. 9/2000, which foreruns the implementation of gender mainstreaming in national development, has been implemented more than a decade, the policy is neither fully understood nor well implemented especially in the field of Islamic education. Gender mainstreaming is still questioned because a number of institutions and relevant parties have not shown serious responses yet to overcome gender gaps in such areas as policy making, management, and learning. Carrying out analytical study on the gender mainstreaming in Islamic education is, therefore, inevitable: i.e. whether or not it has been practiced based on the implementation guidelines of gender mainstreaming in the national development.</em>

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Narula, Manju. "Mainstreaming the marginalised: Indian initiatives." International Journal of Education Economics and Development 1, no. 3 (2010): 259. http://dx.doi.org/10.1504/ijeed.2010.032878.

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Sanders, James R. "Mainstreaming Evaluation." New Directions for Evaluation 2003, no. 99 (2003): 3–6. http://dx.doi.org/10.1002/ev.89.

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Hemillan-Sacro, Jeralyn, Bauyot Bauyot, and Jhonnel Villegas. "Gender mainstreaming in basic education of the City of Mati, Southern Mindanao, Philippines." Davao Research Journal 13, no. 1 (December 5, 2022): 30–49. http://dx.doi.org/10.59120/drj.v13i1.3.

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The integration of gender-responsive teaching strategies in public schools remains to be a challenge among educators. This social issue entails more in-depth investigation, especially in primary public education, to promote gender-responsive instruction and increase inclusiveness in education. This study aimed to assess the level of gender mainstreaming efforts of public elementary and secondary schools in the City of Mati, employing the Gender Mainstreaming Evaluation Framework (GMEF). A quantitative design through purposive sampling methods where the respondents are the GAD focal persons was used in this study. The study found out that the Department of Education (DepEd) Schools Division in the City of Mati’s level of gender mainstreaming is still in the Foundation Formation stage (Stage 1). There's a long way to integrate gender into its systems, programs, and services. The study recommends that the agency may craft policies to attain the maximum level of mainstreaming efforts and be modeled and replicated by other agencies in the future.

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Hentihu, Vivi Rahim, M. Chairul Basrun Umanailo, Saidna Zulfiqar Bin Tahir, A. Yusdianti Tenriawali, and Darwin Abd Radjak. "Penerapan Kebijakan Pengarusutamaan Gender dalam Program Pendidikan." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 2 (October 24, 2021): 1014–19. http://dx.doi.org/10.34007/jehss.v4i2.792.

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This article was written with the aim of the implementation of gender mainstreaming is an important government program, this study aims to examine how the implementation of gender mainstreaming policies (PUG) in education programs. The problem is focused on the implementation of gender mainstreaming policies in education programs by the Education and Culture Office of Buru Regency because the initial data encountered in the implementation of gender mainstreaming is still limited to socialization and discourse but has not progressed to policy implementation. This research is a qualitative research, the source of data is obtained from purposively selected informants such as the Head of Service, Head of Division at the Education and Culture Office of Buru Regency, and the Head of SMP 9 Buru, and SMK 7 Buru who are considered to have knowledge that is in accordance with the research objectives. Data collection techniques using interviews and documentation. Analysis of the data using the interactive model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions. The data validity technique was carried out by source triangulation and technical triangulation. This study concludes that the District Education Office of Buru has not yet made or initiated legal regulations that support gender mainstreaming. On the other hand, the education office, which should be an institution that carries out mandatory affairs in the field of education, has not fully implemented or implemented gender-based policies so that it will affect directly related institutions or institutions such as schools and other supporting institutions in the education sector.

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Johnson, David W., and Roger T. Johnson. "Mainstreaming and Cooperative Learning Strategies." Exceptional Children 52, no. 6 (April 1986): 530–61. http://dx.doi.org/10.1177/001440298605200608.

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There are three ways in which student-student interaction may be organized for mainstreaming. Of the three, cooperation is the only instructional strategy congruent with the goals of mainstreaming. The essential elements of cooperation learning and the specific actions teachers need to take to implement it are presented in this article. When cooperative learning is implemented effectively, positive relationships between handicapped and nonhandicapped students result. Far more positive interaction between handicapped and nonhandicapped students within instructional situations and during free-time, as well as increased friendships, result from cooperative learning experiences.

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Abeywardena, Ishan Sudeera. "An empirical framework for mainstreaming OER in an academic institution." Asian Association of Open Universities Journal 12, no. 2 (November 6, 2017): 230–42. http://dx.doi.org/10.1108/aaouj-11-2017-0036.

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Purpose There is immense potential in open educational resources (OER) for encouraging systemic change within academic institutions toward increasing access and equity in education. The purpose of this paper is to propose an empirical framework and a checklist for mainstreaming OER in an academic institution. Design/methodology/approach The empirical framework and the mainstreaming checklist is formulated based on an extensive review of literature and case studies strengthened by the author’s personal experience as an academic, researcher, practitioner, policymaker and international development expert in the field of OER. Findings The proposed empirical framework and OER mainstreaming checklist identifies several processes to be completed by key stakeholders for successful mainstreaming of OER in an academic institution. Practical implications The proposed framework assumes that the institution which is undergoing mainstreaming of OER follows the principles of outcomes-based education and that it has an established mechanism for measuring the mastery of learning outcomes and the role of OER in accreditation. Originality/value One key feature of the framework is its horizontal structure where stakeholders take a team-based approach to completing the required tasks for mainstreaming OER. This, in turn, increases ownership of the mainstreaming process leading to higher success rates and sustainability. Second, the mainstreaming checklist breaks down each process into several achievable tasks and assigns them to the relevant team. Third, the framework supports continuous quality improvement which encourages institutions to periodically revisit the processes to make necessary course corrections and enhancements.

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Myles, Brenda Smith, and Richard L. Simpson. "General Educators' Mainstreaming Preferences that Facilitate Acceptance of Students with Behavioral Disorders and Learning Disabilities." Behavioral Disorders 17, no. 4 (August 1992): 305–15. http://dx.doi.org/10.1177/019874299201700406.

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Using an analogue method, a survey of general educators in a midwestern suburban school district revealed a general willingness to accept in regular settings students with learning disabilities and behavioral disorders, contingent on appropriate mainstreaming modifications. General educators' participation in mainstreaming decision making was an important factor in accepting students with mild disabilities. Respondents also placed more emphasis on decision-making participation than having mandatory mainstreaming modifications in place in the school system. Data are discussed in relation to current issues in the field of education.

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Villasana, Marcia, Bertha E. Cárdenas, Marianela Adriaenséns, Ana Catalina Treviño, and Jorge Lozano. "Mainstreaming disaster risk management in higher education." AD-minister, no. 28 (2016): 243–53. http://dx.doi.org/10.17230/ad-minister.28.12.

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Manning, David. "From mainstreaming to inclusion in general education." Current Opinion in Otolaryngology & Head and Neck Surgery 3, no. 5 (October 1995): 346–50. http://dx.doi.org/10.1097/00020840-199510000-00011.

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Morley, Louise. "Sister-matic: gender mainstreaming in higher education." Teaching in Higher Education 12, no. 5-6 (October 2007): 607–20. http://dx.doi.org/10.1080/13562510701595267.

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Vujadinovic, Dragica. "Gender mainstreaming in law and legal education." Anali Pravnog fakulteta u Beogradu 63, no. 3 (2015): 56–74. http://dx.doi.org/10.5937/analipfb1503056v.

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Titili, Denisa, Viola Dolani, and Lorena Margo. "Gender mainstreaming in Albanian higher education institutions." Women's Studies International Forum 103 (March 2024): 102888. http://dx.doi.org/10.1016/j.wsif.2024.102888.

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Frisque, James, Loretta Niebur, and Jere T. Humphreys. "Music Mainstreaming: Practices in Arizona." Journal of Research in Music Education 42, no. 2 (1994): 94. http://dx.doi.org/10.2307/3345494.

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Thakore, Renuka, Michael Nkuba, Sinéad Mitchell, and Ashish Kelkar. "Strategies for Mainstreaming Education for Sustainable Development in Education Systems." International Journal of Pedagogy, Innovation and New Technologies 9, no. 1 (June 30, 2022): 9–19. http://dx.doi.org/10.5604/01.3001.0016.2090.

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A meaningful and relevant “Excellence in Education Spaces” is imperative so that future generations can address societal risks. This inevitably requires education to integrate strategies to transform the current approaches and build on sustainability strategies. Education for sustainable development (ESD), considered a pivotal vehicle, is, nevertheless, relegated to science and environmental-related courses at most schools and universities. ESD is treated as one off-topic for discussion, creating an information deficit, implying that a few future leaders get knowledge about sustainability. The practices and attitudes about sustainable development goals (SDGs) are not universal, failing to achieve equitable SDGs. A few purposive studies from engineering were analysed to confirm that the ESD must be mainstreamed in education, allowing future generation delegates to build knowledge capital at the individual and institutional levels, equip future practitioners and decision-makers with strategic capabilities to resolve unforeseeable problems, drive societal transformation, and impact climate change, honouring SDGs

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Bekirogullari, Zafer, Kamil Soyturk, and Cennet Gulsen. "The Attitudes of Special Education Teachers and Mainstreaming Education Teachers Working in Cyprus and Special Education Teachers Working in the USA towards Mainstreaming Education." Procedia - Social and Behavioral Sciences 12 (2011): 619–37. http://dx.doi.org/10.1016/j.sbspro.2011.02.076.

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Dunn, John M., and H. D. Bud Fredericks. "The Utilization of Behavior Management in Mainstreaming in Physical Education." Adapted Physical Activity Quarterly 2, no. 4 (October 1985): 338–46. http://dx.doi.org/10.1123/apaq.2.4.338.

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The mainstreaming of handicapped students into physical education classes is dependent upon teachers who can provide successful learning experiences. The application of behavior management concepts appears to be an instructional technique which physical educators should consider in designing quality mainstreaming experiences. Studies were reviewed that report the application of behavior management principles in various curricular areas including physical education. Additional research is needed to substantiate the importance of behavior management techniques in helping to create a favorable environment in the mainstreamed physical education class.

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Power, Sally, and Chris Taylor. "The mainstreaming of charities into schools." Oxford Review of Education 44, no. 6 (March 5, 2018): 702–15. http://dx.doi.org/10.1080/03054985.2018.1438255.

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Cullinan, Douglas, Edward J. Sabornie, and Cathy L. Crossland. "Social Mainstreaming of Mildly Handicapped Students." Elementary School Journal 92, no. 3 (January 1992): 339–51. http://dx.doi.org/10.1086/461696.

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Akcay, Miyase, Tugce Karabag, Basak Baglama, and Yucehan Yucesoy. "An overview of postgraduate thesis on mainstreaming education in Turkey." Cypriot Journal of Educational Sciences 14, no. 4 (December 31, 2019): 641–51. http://dx.doi.org/10.18844/cjes.v11i4.4460.

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The aim of this research is to examine postgraduate thesis on mainstreaming education carried out in Turkey based on various variables. A total number of 200 postgraduate theses on mainstreaming education was obtained from Higher Education Council of Turkey. Data of the research were examined based on content analysis criteria including year of publication, supervisor title, thesis level, university, institute, department, gender of thesis writer, research method, participants, data collection tool, data analysis method, location of the research conducted, research subject and results. Data of the research were analysed with SPSS 20 program. Research showed that thesis was conducted between 1997 and 2018. According to the results, the majority number of thesis was carried out in 2017, the quantitative method was mostly preferred research method in thesis, master thesis was mostly preferred, scales were mostly used data collection tools and statistical methods were mostly used as data analysis methods. In line with the results of the research, recommendations for further research and practices were presented. Keywords: Mainstreaming education, special education, postgraduate thesis, content analysis.

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Luckner, John L. "Mainstreaming Hearing-Impaired Students." Language, Speech, and Hearing Services in Schools 22, no. 1 (January 1991): 302–7. http://dx.doi.org/10.1044/0161-1461.2201.302.

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Increased emphasis has been placed on mainstreaming hearing-impaired students into regular classes with their hearing peers. The purpose of this study was to survey a large sample of regular education teachers who currently provide educational services to hearing-impaired students. Information regarding their attitudes about working with hearing-impaired students, administrative support, assistance from the teacher of the hearing-impaired, and student socialization were obtained and are reported. Concerns about current practices in teacher-training programs and existent approaches to mainstreaming hearing-impaired students are raised.

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Scruggs, Thomas E., and Margo A. Mastropieri. "Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis." Exceptional Children 63, no. 1 (October 1996): 59–74. http://dx.doi.org/10.1177/001440299606300106.

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Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion. A smaller majority were willing to include students with disabilities in their own classes, but responses appeared to vary according to disabling condition and implicit obligations on the teacher. Although about half or more of the teachers felt that mainstreaming/inclusion could provide some benefits, only one third or less of teachers believed they had sufficient time, skills, training or resources necessary for mainstreaming/inclusion. Reported attitudes did not appear to covary with either geographical region or time of publication. Implications for policy and practice are provided.

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Salisbury, Christine L. "Mainstreaming during the Early Childhood Years." Exceptional Children 58, no. 2 (October 1991): 146–55. http://dx.doi.org/10.1177/001440299105800206.

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Journal articles on the topic 'Mainstreaming in education'

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