Littérature scientifique sur le sujet « Inclusion into middle school »
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Articles de revues sur le sujet "Inclusion into middle school"
Fishman, Jordan M., et Barbara M. Goss. « Inclusion in an Urban Middle School ». Middle School Journal 27, no 4 (mars 1996) : 24–28. http://dx.doi.org/10.1080/00940771.1996.11495905.
Texte intégralNurfadilla, Vania, Sutarjo Sutarjo et Lilis Karyawati. « The Implementation of Student Guidance in Karawang Islamic Middle School ». Edumaspul : Jurnal Pendidikan 6, no 1 (1 mars 2022) : 1134–38. http://dx.doi.org/10.33487/edumaspul.v6i1.3447.
Texte intégralXu, 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, no 7 (juillet 2006) : 1496–530. http://dx.doi.org/10.1177/016146810610800710.
Texte intégralRothenberg, Dianne. « Full Inclusion : Creating a Heterogeneous Middle School ». Middle School Journal 25, no 1 (septembre 1993) : 71–73. http://dx.doi.org/10.1080/00940771.1993.11495194.
Texte intégralRothenberg, Dianne. « Inclusion in the Middle School : An Update ». Middle School Journal 27, no 1 (septembre 1995) : 56–58. http://dx.doi.org/10.1080/00940771.1995.11496145.
Texte intégralShin, Yu-jin, et 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, no 2 (31 octobre 2023) : 1–31. http://dx.doi.org/10.56460/kdps.2023.28.2.1.
Texte intégralGoldsmith, Pat Rubio, et Richard Abel. « The Dice Are Loaded : Schools’ Social Class Composition and Athletic Contests ». Socius : Sociological Research for a Dynamic World 8 (janvier 2022) : 237802312110694. http://dx.doi.org/10.1177/23780231211069423.
Texte intégralPrice, J. J., Mary Canarecci, Jim Conrad, Doreen Ehresnzan, Carmie Foster, Harris Mark D., Kathy Martin, Tammy Mullendore, Thomas K. Rice et Penny Wrighthouse. « Mathematics Notebooks in Middle School and Junior High School ». Mathematics Teaching in the Middle School 3, no 1 (septembre 1997) : 34–38. http://dx.doi.org/10.5951/mtms.3.1.0034.
Texte intégralPfeffer, K., et A. Olowu. « Effects of Socioeconomic Differences on the Sophistication of Nigerian Children's Human Figure Drawings ». Perceptual and Motor Skills 62, no 3 (juin 1986) : 771–74. http://dx.doi.org/10.2466/pms.1986.62.3.771.
Texte intégralBenjamin, LaToya, et Sunddip Panesar-Aguilar. « Implementation of Differentiated Instruction in Middle School Classrooms : A Qualitative Study ». World Journal of Education 10, no 1 (21 février 2020) : 81. http://dx.doi.org/10.5430/wje.v10n1p81.
Texte intégralThèses sur le sujet "Inclusion into middle school"
Bowers, Clinton Todd. « Effectiveness of inclusion in an Indiana middle school ». ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/709.
Texte intégralLomurno, Maryellen. « Roles and expectations in inclusion / ». Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
Texte intégralCooney, James M. « Middle school teachers perspectives on inclusion : a qualitative study ». FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/2524.
Texte intégralBenjamin, LaToya Keyona. « Differentiated Instruction in Middle School Inclusion Classrooms to Support Special Education Students ». ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7964.
Texte intégralHack, 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.
Texte intégralThe 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.
Texte intégralHolmes, Calandra C. « Effect of Coteaching on the Achievement of Middle School Students With Disabilities ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5722.
Texte intégralMeadows, 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.
Texte intégralForrester, 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.
Texte intégralGoodrow, 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.
Texte intégralLivres sur le sujet "Inclusion into middle school"
Gedge, Nancy. Inclusion for primary school teachers. London, UK : Bloomsbury Education, an imprint of Bloomsbury Publishing Plc, 2016.
Trouver le texte intégralOldham, Appleby Joyce, Boehm Richard G et Glencoe/McGraw-Hill, dir. Inclusion for the middle school social studies classroom : Strategies and activities. New York : Glencoe McGraw-Hill, 2003.
Trouver le texte intégralGore, 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.
Trouver le texte intégralMurphy, Francis V. Making inclusion work : A practical guide for teachers. Norwood, Mass : Christopher-Gordon Publishers, 2003.
Trouver le texte intégralKeith, Lenz B., Deshler Donald D et Kissam Brenda R, dir. Teaching content to all : Evidence-based inclusive practices in middle and secondary schools. Boston : Pearson/Allyn and Bacon, 2004.
Trouver le texte intégralD'Amico, Joan. Differentiated instruction for the middle school science teacher : Activities and strategies for an inclusive classroom. San Francisco : Jossey-Bass, 2010.
Trouver le texte intégralD'Amico, Joan. Differentiated instruction for the middle school science teacher : Activities and strategies for an inclusive classroom. San Francisco : Jossey-Bass, 2010.
Trouver le texte intégralHichwa, John. Right fielders are people too : An inclusive approach to teaching middle school physical education. Champaign, IL : Human Kinetics, 1998.
Trouver le texte intégralKennedy, Craig H. Inclusive middle schools. Baltimore, Md : P.H. Brookes Pub. Co., 2001.
Trouver le texte intégralKennedy, Craig H. Inclusive middle schools. Baltimore, Md : P.H. Brookes Pub. Co., 2001.
Trouver le texte intégralChapitres de livres sur le sujet "Inclusion into middle school"
Westphal, Laurie E. « Choice in the Inclusive Middle School Classroom ». Dans Differentiating Instruction With Menus for the Inclusive Classroom Language Arts, 1–20. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003234227-1.
Texte intégralWestphal, Laurie E. « Choice in the Inclusive Middle School Classroom ». Dans Differentiating Instruction With Menus for the Inclusive Classroom Grades 68, 1–20. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003234258-1.
Texte intégralWestphal, Laurie E. « Choice in the Inclusive Middle School Classroom ». Dans Differentiating Instruction With Menus for the Inclusive Classroom Grades 68, 1–20. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003234289-1.
Texte intégralWestphal, Laurie E. « Choice in the Inclusive Middle School Classroom ». Dans Differentiating Instruction with Menus for the Inclusive Classroom Social Studies, 1–20. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003234319-1.
Texte intégralRadogna, Donatella. « The Buildings Reuse for a Music District Aimed at a Sustainable Urban Development ». Dans The Urban Book Series, 567–76. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29515-7_51.
Texte intégralBuchanan, Shelly. « Exploring the Lived Experience of Middle School Students Engaged in Inquiry Based Learning ». Dans 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.
Texte intégralBrentley, Cassandra, et 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 ». Dans Toward Inclusive Learning Design, 279–88. Cham : Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37697-9_21.
Texte intégralLee, Vera J., Allen Grant, Delia Neuman et Mary Jean Tecce DeCarlo. « Using I-LEARN to Foster the Information and Digital Literacies of Middle School Students ». Dans 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.
Texte intégralBolt, Sara, et Dawn Decker. « Inclusion ». Dans 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.
Texte intégralHartlep, Nicholas D., et Daniel P. Scott. « Middle School ». Dans Asian/American Curricular Epistemicide, 55–68. Rotterdam : SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-639-2_4.
Texte intégralActes de conférences sur le sujet "Inclusion into middle school"
Jana, Matochová. « Experience with the Middle School Inclusion in the Czech Republic ». Dans 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.
Texte intégralBrowne, Keara. « "In This World, There Are Many Differences" : Middle School Teachers' Perceptions About Inclusion ». Dans 2022 AERA Annual Meeting. Washington DC : AERA, 2022. http://dx.doi.org/10.3102/1893130.
Texte intégralLevin, Daniel. « Teacher Interns Leading Discussions in Middle School Inclusion Science Classrooms : Increased Expectations for All ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1437909.
Texte intégralChen, Yu-Lun. « Making for Inclusion : Collaborative Creation of an Engineering Design Program in Autism-Inclusion Middle Schools ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1578616.
Texte intégralGarcía-Vélez, Roberto, Luis Serpa-Andrade et Graciela Serpa-Andrade. « Inclusion of people with ADHD in school, college, university and work ». Dans 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001890.
Texte intégralKoliqi, Donika, et Naser Zabeli. « IDENTIFICATION OF FACTORS AFFECTING ELEMENTARY TEACHERS’ ATTITUDES TOWARDS INCLUSION IN KOSOVO : THE ROLE OF DEMOGRAPHIC VARIABLES ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end062.
Texte intégralPolanco Jr, Alexis, et 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 ». Dans 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003329.
Texte intégralRoberts, Carly. « Advancing Inclusive Education in Middle School Science : A Case Study of Expansive Learning ». Dans AERA 2022. USA : AERA, 2022. http://dx.doi.org/10.3102/ip.22.1893196.
Texte intégralMason, Linda. « Exploring Inclusive Middle School Content Teachers' Training, Perceptions, and Classroom Practice for Writing ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2007933.
Texte intégralSOLIHAH, II, et Amelia Arnis. « The Effect of Health Education on Prevention of Cardiovascular Disease Risk Factors Towards Knowledge and Attitudes of Overweight Adolescents ». Dans 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.
Texte intégralRapports d'organisations sur le sujet "Inclusion into middle school"
Bulat, Jennae, Anne Hayes, Wykia Macon, Renata Ticha et Brian Abery. School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. RTI Press, janvier 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0031.1701.
Texte intégralBusso, Matías, et Verónica Frisancho. Ability Grouping and Student Performance : Experimental Evidence from Middle Schools in Mexico. Inter-American Development Bank, février 2023. http://dx.doi.org/10.18235/0004716.
Texte intégralHayes, Anne M. Assessment as a Service Not a Place : Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, avril 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.
Texte intégralAhmed, Syeda, et 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.
Texte intégralEllis, Christopher D., Byoung-Suk Kweon et Mark Storie. Sidwell Friends Middle School. Landscape Architecture Foundation, 2012. http://dx.doi.org/10.31353/cs0320.
Texte intégralOzen, Zafer, et Nielsen Pereira. Predicting Indiana Public Middle School Science Achievement by School Demographics. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317460.
Texte intégralFischer, Kelly. Cultivating Environmental Stewardship in Middle School Students. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.560.
Texte intégralHayes, Anne M., et Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, juillet 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.
Texte intégralMorris, Donald C., James Maravelias, Gregory Cravedi, Thomas Best, Ian Campbell, Nicholas Grudziecki et Robert Spelfogel. Final Environmental Assessment : Replace Hanscom AFB Middle School. Fort Belvoir, VA : Defense Technical Information Center, avril 2012. http://dx.doi.org/10.21236/ada611832.
Texte intégralMathur, 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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