Littérature scientifique sur le sujet « Inclusive school development »
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Articles de revues sur le sujet "Inclusive school development"
Piccioli, Marianna. « Self-assessment and self-improvement as inclusive school development ». Form@re - Open Journal per la formazione in rete 22, no 1 (30 avril 2022) : 30–48. http://dx.doi.org/10.36253/form-12645.
Texte intégralCarrington, Suzanne, et Kris Holm. « Students Direct Inclusive School Development in an Australian Secondary School : An Example of Student Empowerment ». Australasian Journal of Special Education 29, no 2 (2005) : 155–71. http://dx.doi.org/10.1017/s1030011200025331.
Texte intégralBērziņa, Ženija. « School-Based Mentoring for Professional Development of Inclusive School Teachers ». Journal of Teacher Education for Sustainability 13, no 1 (1 janvier 2011) : 72–83. http://dx.doi.org/10.2478/v10099-011-0006-0.
Texte intégralIryna, SamoiIova, Havrylenko Tetiana, Kozynets V. Oleksandr, Popadych Olena et Bondarenko Yuliia. « Сurrent trends in inclusive primary school ». Revista Tempos e Espaços em Educação 13, no 32 (13 décembre 2020) : 1–20. http://dx.doi.org/10.20952/revtee.v13i32.14961.
Texte intégralNes, Kari. « The Role of the Index for Inclusion in Supporting School Development in Norway : A Comparative Perspective ». Research in Comparative and International Education 4, no 3 (1 janvier 2009) : 305–20. http://dx.doi.org/10.2304/rcie.2009.4.3.305.
Texte intégralSoldevila Pérez, Jesús, Mila Naranjo Llanos et Joan Jordi Muntaner Guasp. « Inclusive practices : the role of the support teacher ». Aula Abierta 46, no 2 (29 juillet 2017) : 49. http://dx.doi.org/10.17811/rifie.46.2.2017.49-55.
Texte intégralSoldevila Pérez, Jesús, Mila Naranjo Llanos et Joan Jordi Muntaner Guasp. « Inclusive practices : the role of the support teacher ». Aula Abierta 46 (29 juillet 2017) : 49. http://dx.doi.org/10.17811/rifie.46.2017.49-55.
Texte intégralSoldevila Pérez, Jesús, Mila Naranjo Llanos et Joan Jordi Muntaner Guasp. « Inclusive practices : the role of the support teacher ». Aula Abierta 46 (29 juillet 2017) : 49. http://dx.doi.org/10.17811/rifie.46.2017.49-56.
Texte intégralMarpaung, Roberto W., Serlina Boru Sinaga et Sergius Womsiwor. « Inclusive Education Curriculum Development for Indigenous Students in Papua ». SHS Web of Conferences 149 (2022) : 01023. http://dx.doi.org/10.1051/shsconf/202214901023.
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 intégralThèses sur le sujet "Inclusive school development"
Chambers, Cynthia R. « Community and School-Based Inclusive Book Club Programming ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3865.
Texte intégralVernon, Lisa Jo. « Collaborative practices in schools : The impact of school -based leadership teams on inclusive education ». W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154183.
Texte intégralSpillane, Nancy Kay. « Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools| A Cross-case Analysis ». Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687663.
Texte intégralWithin successful Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences.
Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning occurred within a school-wide culture of collaboration. Teachers were guided in establishing open lines of communication that supported regular engagement with others and the free flow of ideas, practices, and concerns. As a result of this collaboration, in conjunction with intentional pathways to teacher leadership, teacher professionalization was deliberately and successfully fostered creating an environment of shared mission and mutual trust, and a shared sense of responsibility for school-wide decision-making and school outcomes.
Feng, Y. « Teacher career motivation and professional development in special and inclusive education in China ». Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3582/.
Texte intégralPather, Sulochini. « Understanding sustainable inclusive education development : lessons from a school and its communities in rural South Africa ». Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408429.
Texte intégralSayser, Nickfred Johane. « Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School ». Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4222.
Texte intégralThe democratisation of the South African government created a policy environment that enabled transformation in every sphere of our society. Transformation of the education sector was marked by the adoption of inclusive education as a constitutional imperative in this country. This resulted in attempts to make ordinary mainstreams schools more accessible to learners with disabilities. The transformation of schools into inclusive institutions is a tedious process that is being further complicated by the contentious nature of the notion of inclusion. The challenge to schools and institutions is that there is no measuring instrument against which schools can measure their own development, and which can inform the process they embark on. Against this backdrop this study aimed at developing an instrument that could guide schools through the process of becoming more inclusive. The question that this study seeks to answer is: What are the indicators that can be used to evaluate the development of inclusive practices in mainstream schools in the Western Cape context? Methodologically the study is set in a qualitative research paradigm that employed a participatory action research method (PAR), that matches the spirit of democracy that permeates the society in which participants in study found themselves in. In-depth interviews were used to pursue the aim of the study. Inclusive education is described in literature as an elusive and contentious concept. This description resonated well with the findings of this study as participants conceptualised inclusive education in a variety of ways. The study explored the three interconnected dimensions of inclusive education to direct the development of inclusive education in a school. This exploration yielded a variety of indicators for each dimension that were categorised in general indicators and more specific indicators. These general and specific indicators, as were foregrounded by the participants, were then collated in an instrument that the stakeholders of the school could use to support and monitor the implementation of inclusive cultures, policies and practices in their school.
Li, Songze. « K-12 STEM Educators and the Inclusive Classroom ». Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81252.
Texte intégralPh. D.
Wilmot, Elaine. « The development of a new school as an inclusive school : a case study of one North London primary school from the planning stage to the implementation stage/s ». Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/8035/.
Texte intégralTanner, Marilee Rose. « What is the Impact of a New Initiative Designed to Stimulate Culturally Responsive Practices in a High Performing Suburban School ? » Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563831319342741.
Texte intégralThabana, M. « The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha ». University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Texte intégralLivres sur le sujet "Inclusive school development"
1952-, Villa Richard A., et Thousand Jacqueline S. 1950-, dir. Creating an inclusive school. Alexandria, Va : Association for Supervision and Curriculum Development, 1995.
Trouver le texte intégral1958-, York-Barr Jennifer, dir. Creating inclusive school communities : A staff development series for general and special educators. Baltimore : Paul H. Brookes Publishing, 1996.
Trouver le texte intégralFlorian, Lani. Inclusive practice in secondary schools : Report for the University of Cambridge School of Education Research and Development Fund. [Cambridge ? : University of Cambridge, School of Education?], 1999.
Trouver le texte intégralHowes, Andy. Improving the context for inclusion : Personalising teacher development through collaborative action research. London : Routledge, 2009.
Trouver le texte intégralBeyond developmentality : Constructing inclusive freedom and sustainability. Sterling, VA : Earthscan, 2009.
Trouver le texte intégralSam, Fox, et Davies Sue, dir. Improving the context for inclusion : Personalising teacher development through collaborative action research. New York : Routledge, 2009.
Trouver le texte intégralBiba, Anna, et Galina Razumova. Teaching Russian and developing meta-subject skills of students in inclusive primary education classes. ru : INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1871394.
Texte intégralUnderstanding the development of inclusive schools. London : Falmer Press, 1999.
Trouver le texte intégralReid, Patricia. Music : Developing an inclusive curriculum in a Northern Ireland Primary School : a case study of the development of the Northern Ireland Music Curriculum. [S.l : The author], 1998.
Trouver le texte intégralAllen, K. Eileen. The exceptional child : Inclusion in early childhood education. 3e éd. Albany, N.Y : Delmar Publishers, 1996.
Trouver le texte intégralChapitres de livres sur le sujet "Inclusive school development"
Kearney, Judith, Lesley Wood et Richard Teare. « Ubunye : Providing Pathways for Youth Development through the Community School ». Dans Designing Inclusive Pathways with Young Adults, 119–27. Rotterdam : SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-157-1_11.
Texte intégralGalkienė, Alvyra, et Ona Monkevičienė. « Development of Knowledgeable and Resourceful Learners ». Dans Inclusive Learning and Educational Equity, 145–86. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_7.
Texte intégralTonegawa, Yoshiko. « Education in SDGs : What is Inclusive and Equitable Quality Education ? » Dans Sustainable Development Goals Series, 55–70. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4859-6_4.
Texte intégralBaran, Jolanta, Tamara Cierpiałowska et Ewa Dyduch. « Traditional Teaching–Learning Process in the Class of Polish School Through Lens of UDL Approach ». Dans Inclusive Learning and Educational Equity, 71–94. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_4.
Texte intégralProyer, Michelle, Gertraud Kremsner et Gottfried Biewer. « Good Practice in Inclusive Education : Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective ». Dans Inclusive Learning and Educational Equity, 279–312. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_11.
Texte intégralÓskarsdóttir, Edda, et Anna Katarzyna Wozniczka. « Fostering Professional Development for Inclusive Education in Rural Iceland : A Collaborative Action Research Project ». Dans Springer Polar Sciences, 231–47. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_15.
Texte intégralGalkienė, Alvyra, et Ona Monkevičienė. « The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts : Conclusions ». Dans Inclusive Learning and Educational Equity, 313–23. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_12.
Texte intégralGalkienė, Alvyra, et Ona Monkevičienė. « Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies : Theoretical Background ». Dans Inclusive Learning and Educational Equity, 1–21. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_1.
Texte intégralJahnukainen, Markku, Ninja Hienonen, Meri Lintuvuori et Sonia Lempinen. « Inclusion in Finland : Myths and Realities ». Dans Finland’s Famous Education System, 401–15. Singapore : Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_25.
Texte intégralBonfim Gaviolli, Íria, et Miriam Godoy Penteado. « 13. Inclusion and Landscapes of Investigation ». Dans Landscapes of Investigation, 211–22. Cambridge, UK : Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.13.
Texte intégralActes de conférences sur le sujet "Inclusive school development"
Ichsan Anshory, AM, et Delora Jantung Amelia. « Problematics of Inclusive Schools at the Elementary School Level ». Dans International Conference on Community Development (ICCD 2020). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.072.
Texte intégralBarth, Karla Melinda, et Nicoleta Ramona Ciobanu. « TEACHER FOR INCLUSIVE SCHOOL IN ROMANIA ». Dans 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0815.
Texte intégralShutaleva, Anna, et Evgenia Putilova. « MODERN CHALLENGES OF THE RUSSIAN HIGHER SCHOOL AND INCLUSIVE EDUCATION ». Dans International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0593.
Texte intégralŠūmane, Ilze, et Līga Āboltiņa. « Students’ Readiness to Implement Inclusive Education in Preschools ». Dans 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.
Texte intégralSTRATAN, Valentina. « Strengthening the school – family educational partnership to ensure quality inclusive education ». Dans Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p182-187.
Texte intégralBarnová, Silvia, Slávka Krásna et Gabriela Gabrhelová. « VOCATIONAL SCHOOL TEACHERS’ ATTITUDES TOWARDS INCLUSIVE EDUCATION IN THE SLOVAK REPUBLIC ». Dans 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1031.
Texte intégralTeixeira Pinto, Marta, et Pedro Costa. « INCLUSIVE APPROACH TO SECONDARY SCHOOL TEACHING TO TACKLE EARLY SCHOOL LEAVING LAUNCHED ACROSS EUROPE – THE CARMA PROJECT ». Dans 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0799.
Texte intégralPinho, Ilda, Eusébio André Machado, Marta Abelha et Ana Sílvia Albuquerque. « THE ROLE OF THE SPECIAL EDUCATION TEACHER IN BUILDING AN INCLUSIVE SCHOOL ». Dans 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1363.
Texte intégralProvázková Stolinská, Dominika. « INTEGRATED PUPIL AT PRIMARY SCHOOL IN THE INCLUSIVE ENVIRONMENT IN THE CZECH REPUBLIC ». Dans International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1135.
Texte intégralCesarano, Valentina Paola, et Rosaria Capobianco. « THE INCLUSIVE SCHOOL AND TEACHER TRAINING : AN EXPERIENCE OF HIGHER EDUCATION IN ITALY ». Dans International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1088.
Texte intégralRapports d'organisations sur le sujet "Inclusive school development"
Schelzig, Karin, et Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, novembre 2020. http://dx.doi.org/10.22617/wps200305-2.
Texte intégralWickenden, Mary, Stephen Thompson, Oluwatosin Adekeye et Noela Gwani. Report on Development of Children with Disabilities’ and Parents’ Wellbeing and Inclusion Checklist tool 2022 - Phase 1. Institute of Development Studies, février 2023. http://dx.doi.org/10.19088/ids.2023.005.
Texte intégralMartino, W., J. Kassen, K. Omercajic et L. Dare. Supporting transgender and gender diverse students in Ontario schools : Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.
Texte intégralAlSheikhTheeb, Thaer, AynurGul Sahin, Salma Abdelrahman, Rachel Chuang, Friedrich Affolter, Bayan Al Mekdad, Rani Sabboura et Yazeed Shequem. Online Examinations in Emergency Contexts : Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts ? EdTech Hub, août 2022. http://dx.doi.org/10.53832/edtechhub.0123.
Texte intégralWickenden, Mary, Brigitte Rohwerder et Josephine Njungi. Experiences and Expectations of Inclusive Pre-primary Education in Kenya : Reporting the Results of the First Round of Focus Group Discussions in Homa Bay and Kakuma. Institute of Development Studies, juillet 2022. http://dx.doi.org/10.19088/ids.2022.055.
Texte intégralMatera, 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.
Texte intégralAsian Development Outlook 2021 : Financing a Green and Inclusive Recovery. Asian Development Bank, avril 2021. http://dx.doi.org/10.22617/fls210163-3.
Texte intégralThe methodology development of quickness improvement among senior pre-school children with mental retardation in terms of inclusive education. Victor V. Andreev, Aleksandr V. Fominykh, Stanislav V. Put, septembre 2019. http://dx.doi.org/10.14526/2070-4798-2019-14-2-5-8.
Texte intégralAsian Development Outlook 2022 : Mobilizing Taxes for Development. Asian Development Bank, avril 2022. http://dx.doi.org/10.22617/fls220141-3.
Texte intégralAsian Development Outlook 2022 Highlights : Mobilizing Taxes for Development. Asian Development Bank, avril 2022. http://dx.doi.org/10.22617/fls220142-3.
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