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Artykuły w czasopismach na temat "Itinerant teachers"
Lee, Jeongmi, i Kyoungwon Lim. "An Itinerant Teacher’s Experience in Adapting at Facilities for Students with Disabilities". Korean Association for Qualitative Inquiry 8, nr 2 (30.06.2022): 213–59. http://dx.doi.org/10.30940/jqi.2022.8.2.213.
Pełny tekst źródłaDinnebeil, Laurie A., William F. McInerney i Lynette Hale. "“Shadowing” Itinerant ECSE Teachers: A Descriptive Study of Itinerant Teacher Activities". Journal of Research in Childhood Education 21, nr 1 (wrzesień 2006): 41–52. http://dx.doi.org/10.1080/02568540609594577.
Pełny tekst źródłaCho, Su Min, i Jae Young Hong. "The Challenges and Support Needs of Beginning Teachers Working at The Special Education Support Centers for Itinerant Education". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 19 (15.10.2022): 253–72. http://dx.doi.org/10.22251/jlcci.2022.22.19.253.
Pełny tekst źródłaBina, Michael J. "Rural special education itinerant service delivery: Practical suggestions to overcome job realities and shortcomings". Rural Special Education Quarterly 7, nr 4 (marzec 1987): 20–26. http://dx.doi.org/10.1177/875687058700700407.
Pełny tekst źródłaGallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia". Journal of Visual Impairment & Blindness 99, nr 6 (czerwiec 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.
Pełny tekst źródła김현집 i 손승현. "Perceptions and Practices of Itinerant Teachers on the Inclusive Model of Itinerant Education". Journal of Inclusive Education 5, nr 2 (grudzień 2010): 19–39. http://dx.doi.org/10.26592/ksie.2010.5.2.19.
Pełny tekst źródłaDonald F. Moores. "Inclusion, Itinerant Teachers, and the Pull-out Model". American Annals of the Deaf 153, nr 3 (2008): 273–74. http://dx.doi.org/10.1353/aad.0.0048.
Pełny tekst źródłaLuckner, John L., i Kevin J. Miller. "Itinerant Teachers: Responsibilities, Perceptions, Preparation, and Students Served". American Annals of the Deaf 139, nr 2a (1994): 111–18. http://dx.doi.org/10.1353/aad.2012.0044.
Pełny tekst źródłaDinnebeil, Laurie A., William F. McInerney i Lynette Hale. "MINI-THEME COMMENTARY: "Itinerant ECSE Teachers in Action"". Journal of Educational and Psychological Consultation 15, nr 2 (czerwiec 2004): 167–75. http://dx.doi.org/10.1207/s1532768xjepc1502_4.
Pełny tekst źródłaLuckner, John L., i Jennifer Howell. "Suggestions for Preparing Itinerant Teachers: A Qualitative Analysis". American Annals of the Deaf 147, nr 3 (2002): 54–61. http://dx.doi.org/10.1353/aad.2012.0210.
Pełny tekst źródłaRozprawy doktorskie na temat "Itinerant teachers"
Carter, Karen. "Itinerant teachers of music : a state of flux". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/3552.
Pełny tekst źródłaClark, Kathleen M. "A survey of kindergarten teachers' perceptions of special needs preschool itinerant services". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406708949.
Pełny tekst źródłaNorman, Nancy Alice. "Narratives of teacher-student relationships : how itinerant teachers of the deaf and hard of hearing support their students’ social and emotional development". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58523.
Pełny tekst źródłaEducation, Faculty of
Graduate
Reed, Susanne. "The beliefs and practices of itinerant teachers of deaf and hard of hearing children about literacy development". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279878.
Pełny tekst źródłaDaniels, Jacqulyn Anne Donnenwirth. "The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4400.
Pełny tekst źródłaArendse, Agnetha. "Investigating the challenges facing Itinerant Learning Support Educators (ilse) in the context of inclusive education in the Metro South Education District". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9807_1298612022.
Pełny tekst źródłaThe study aims to understand the challenges facing the Itinerant Learning Support Educators in an Inclusive Education framework. At the onset of the study there were very limited research studies and literature available on the challenges facing Itinerant Learning Support Educators hence literature in the study drew on the development and history of Special Education towards a global shift with regard to Inclusive Education policy development. As such the literature was utilized to understand how global phenomena and policies in developed countries impact on local policy transformation and contexts. The study followed a qualitative research approach to explore the challenges facing Itinerant Learning Support Educators in performing their functions. To gain an in depth understanding of their perceptions a case study method was followed and data collection techniques included focus group interviews. The sample in this study comprised of 14 Itinerant Learning Support Educators. The data was analyzed using a thematic approach. The findings of this study highlighted that despite a shift towards Inclusive Education in South Africa, Itinerant Learning Support Educators found themselves challenged by a range of contextual issues that impacted on the effective delivery of inclusive principles and practices. The study recommends that the Department of Education should take cognisance of these challenges, review the job description of Itinerant Learning Support Educators and put clear guidelines and support structures in place to support them in functioning optimally within an Inclusive Education paradigm.
Chun, Chou Pi, i 周璧君. "An exploration on Itinerant Teachers’ Role Perception". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/87581646408296849446.
Pełny tekst źródła國立臺北教育大學
特殊教育學系碩士班
96
The purpose of the study is sought to investigate the role perception of several itinerant teachers and how they adjust themselves to the conflict they encounter. A qualitative research method was used in this study. Six itinerant teachers were interviewed with semi-constructed interviews. The results of the study indicated below: The itinerant teachers recognize themselves through the content of their work requirement. There are several elements that may have influences on their role awareness including personal motivation, personality, and the social interaction within the work environment. The teachers believe that the job itself does not have any problems. The issue is whether or not a teacher is suitable for this position. The role conflicts that an itinerant teacher may have including the conflicts within the role and the conflicts produced by others when a high expectation was given. It happens more often to the female itinerant teachers when they are not able to take care of their family and their work at the same time. They adjust themselves by seeking professional help, adjusting ways to deal with issues, adjusting their emotional needs, and tolerating the problems. The flexibility of selecting a position and the attitude of the authority of the department of education also affect the role awareness of the itinerant teachers.
"Teacher Satisfaction Among Itinerant Teachers of the Deaf and Hard of Hearing". Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.40784.
Pełny tekst źródłaDissertation/Thesis
Doctoral Dissertation Educational Administration and Supervision 2016
Chang, Hong Chang, i 張弘昌. "A Study of Job Satisfaction for Itinerant Teachers". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/17664445937333453642.
Pełny tekst źródła國立彰化師範大學
特殊教育學系所
93
A Study of Job Satisfaction for Itinerant Teachers Chang-Hung Chang Abstract The main purpose of this study focused on the operation of itinerant system of visual impairment in Taiwan and the satisfactory of itinerant teachers in the elementary and junior high school. Samples of this study were itinerant teachers who worked in the primary and junior high school of 24 counties in Taiwan. The total of valid questionnaires are 88 and that stands 90.1% of the response. The data collected was analyzed by frequency distribution, percentage, mean, and standard deviation. The findings are summarized as follows: 1. The percentage of students with visual impairment placed in the regular classroom to accept itinerant service is about 50%. The rest are composed with special education and resource classroom. 2.The service for students with visual impairment will mainly be pull-out, add-in and team teaching together. 3. The disciplinary team for visual impairment education is just under its way, the main operation model is multi-disciplinary. 4.The itinerant teachers are chiefly satisfied with their job. The degree of satisfactory descending from high to low is: personal relationship, opportunities for further education, working affairs, working environment, salary and welfare, and support from administration. 5. The problem of visual itinerant system can be divided into three parts: instruction, administration, and the disciplinary team. The problem in instruction is the divergence of disabilities. In administration is the shortage of funds. And in disciplinary team is that team members cannot accept others opinions.
"Teaching and travelling in tune: Identity in itinerant band programs". Thesis, 2014. http://hdl.handle.net/10388/ETD-2014-06-1568.
Pełny tekst źródłaKsiążki na temat "Itinerant teachers"
Bullard, Carolyn. The itinerant teacher's handbook. Wyd. 2. Portland, Ore: Butte Publications, 2013.
Znajdź pełny tekst źródła1954-, Monthei Sharon L., i National Federation of the Blind., red. Handbook for itinerant and resource teachers of blind and visually impaired students. Baltimore, MD: National Federation of the Blind, 1989.
Znajdź pełny tekst źródłaItinerant teaching: Tricks of the trade for teachers of students with visual impairments. Wyd. 2. New York: AFB Press, 2005.
Znajdź pełny tekst źródłaSmith, Mary Deane. The art of itinerant teaching: For teachers of the deaf & hard of hearing. Hillsboro, Or: Butte Publications, 1997.
Znajdź pełny tekst źródłaOlmstead, Jean E. Itinerant teaching: Tricks of the trade for teachers of blind and visually impaired students. New York: American Foundation for the Blind, 1991.
Znajdź pełny tekst źródłaEscola itinerante: Na fronteira de uma nova escola. São Paulo: Editora Expressão Popular, 2009.
Znajdź pełny tekst źródłaSalvatore Lener s.j.: Un giurista itinerante nei campi della storia, della politica e della religione. Napoli: Luciano, 2001.
Znajdź pełny tekst źródłaGuide to Itinerant Early Childhood Special Education Services. Brookes Publishing, 2011.
Znajdź pełny tekst źródłaBullard, Carolyn L. The itinerant teacher's handbook. Butte Publications, 2003.
Znajdź pełny tekst źródłaCarine, Meurer Ane, i David Cesar De, red. Espaços-tempos de itinerância: Interlocução entre universidade e escola itinerante do MST. Santa Maria: Editora UFSM, 2006.
Znajdź pełny tekst źródłaCzęści książek na temat "Itinerant teachers"
Topping, Keith J. "Itinerant Support Teachers". W Educational Systems for Disruptive Adolescents, 93–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003343394-20.
Pełny tekst źródłaFirst, Michael B., Elizabeth Spencer, Elizabeth Spencer, Sander Begeer, Brynn Thomas, Danielle Geno Kent, Maria Fusaro i in. "Itinerant Teacher". W Encyclopedia of Autism Spectrum Disorders, 1654. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1766.
Pełny tekst źródłaMeers, Karen. "Itinerant Teacher". W Encyclopedia of Autism Spectrum Disorders, 2577. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1766.
Pełny tekst źródłaParaskeva, João M., i Maria Alfredo Moreira. "Itinerant curriculum theory in the making". W Teacher Education and the Development of Democratic Citizenship in Europe, 125–43. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429030550-9.
Pełny tekst źródłaGrooms, Linda D. "Distance Learning From Itinerant Teachers to Cloud-Based Technologies". W Handbook of Research on Modern Educational Technologies, Applications, and Management, 855–69. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3476-2.ch053.
Pełny tekst źródła"The Itinerant Pulpit Of The Woman’s Christian Temperance Union (Wctu): Teachers Or Preachers?" W A New History of the Sermon, 367–412. BRILL, 2010. http://dx.doi.org/10.1163/ej.9789004185722.i-571.67.
Pełny tekst źródłaGorvine, William M. "Teaching, Writing, Travel, and Dialogue". W Envisioning a Tibetan Luminary, 95–125. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199362349.003.0005.
Pełny tekst źródłaNasrallah, Laura Salah. "On Travel and Hospitality". W Archaeology and the Letters of Paul, 76–104. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199699674.003.0004.
Pełny tekst źródła"Inclusive educational practices in Uganda: evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools". W Disability, Poverty and Education, 81–96. Routledge, 2014. http://dx.doi.org/10.4324/9781315829531-11.
Pełny tekst źródła"The Intersections of Ethnicity, Gender, Social Class and an Itinerant Lifestyle: Deconstructing Teachers’ Narratives and Thinking about the Possibilities for Transformative Action". W Educational Inequalities, 75–94. Routledge, 2013. http://dx.doi.org/10.4324/9781315886190-10.
Pełny tekst źródłaStreszczenia konferencji na temat "Itinerant teachers"
Costa, Rosalina Pisco, Beatriz Roque i Vanessa Carreira. "Monsters, fear and fun. Bringing creative methodologies into the higher education classroom to study children and childhood". W Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13151.
Pełny tekst źródłaRaporty organizacyjne na temat "Itinerant teachers"
Daniels, Jacqulyn. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6284.
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