Artykuły w czasopismach na temat „Itinerant teachers”
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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 źródłaFreeman, Ashley Thomas. "Bushrangers, itinerant teachers and constructing educational policy in 1860s New South Wales". History of Education Review 48, nr 1 (3.06.2019): 15–30. http://dx.doi.org/10.1108/her-12-2017-0027.
Pełny tekst źródłaKang, Su Jin, Chang Wan Ha i Dae Young Jung. "A Study on Perception of Cooperation Status and Effect of Inclusive Educational Itinerant Education for Itinerant Teachers and Integrated Class Teachers". Journal of Emotional & Behavioral Disorders 36, nr 1 (31.03.2020): 113–37. http://dx.doi.org/10.33770/jebd.36.1.6.
Pełny tekst źródłaBina, M. J. "Meeting the Needs of Rural Teachers of Visually Impaired Students". Journal of Visual Impairment & Blindness 81, nr 5 (maj 1987): 204–9. http://dx.doi.org/10.1177/0145482x8708100508.
Pełny tekst źródłaGedfie, Mebrat, i Dawit Negassa. "The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia". International Journal of Education and Literacy Studies 7, nr 2 (30.04.2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.31.
Pełny tekst źródłaKluwin, Thomas N., C. S. Morris i Jesteene Clifford. "A Rapid Ethnography of Itinerant Teachers of the Deaf". American Annals of the Deaf 149, nr 1 (2004): 62–72. http://dx.doi.org/10.1353/aad.2004.0012.
Pełny tekst źródłaVogler, E. William, Hans van der Mars, Paul Darst i Barbara Cusimano. "Relationship of Presage, Context, and Process Variables to ALT–PE of Elementary Level Mainstreamed Students". Adapted Physical Activity Quarterly 7, nr 4 (październik 1990): 298–313. http://dx.doi.org/10.1123/apaq.7.4.298.
Pełny tekst źródłaJanson, Elizabeth. "ITINERANT CURRICULUM THEORY: TOWARDS A JUST PEDAGOGY". Revista Teias 20, nr 59 (20.12.2019): 212–18. http://dx.doi.org/10.12957/teias.2019.47462.
Pełny tekst źródłaLee, Kyungtai, Sangjin Moon i Byungun Jeon. "The Lived Experience of Exclusion among Teachers Who Participate in Itinerant Education". Korea Association of Yeolin Education 24, nr 1 (29.02.2016): 171–98. http://dx.doi.org/10.18230/tjye.2016.24.1.171.
Pełny tekst źródłaHAMATANI, NAOTO. "Using Itinerant Consultation to Support Teachers in Inclusive Elementary Schools: A Model". Japanese Journal of Educational Psychology 54, nr 3 (2006): 395–407. http://dx.doi.org/10.5926/jjep1953.54.3_395.
Pełny tekst źródłaDinnebeil, Laurie, William McInerney i Lynette Hale. "Understanding the Roles and Responsibilities of Itinerant ECSE Teachers Through Delphi Research". Topics in Early Childhood Special Education 26, nr 3 (lipiec 2006): 153–66. http://dx.doi.org/10.1177/02711214060260030301.
Pełny tekst źródłaTERESA GADENS MARCON, GABRIELLI. "INCLUSÃO E EDUCAÇÃO ESPECIAL DO ALUNO COM ALTAS HABILIDADES OU SUPERDOTAÇÃO". Revista Científica Semana Acadêmica 10, nr 227 (10.11.2022): 1–22. http://dx.doi.org/10.35265/2236-6717-227-12288.
Pełny tekst źródłaMorris, Christine, i Umesh Sharma. "Facilitating the Inclusion of Children With Vision Impairment: Perspectives of Itinerant Support Teachers". Australasian Journal of Special Education 35, nr 2 (1.12.2011): 191–203. http://dx.doi.org/10.1375/ajse.35.2.191.
Pełny tekst źródłaKadmon, H. "Education of the Blind and Visually Impaired Population of Israel". Journal of Visual Impairment & Blindness 83, nr 1 (styczeń 1989): 26–27. http://dx.doi.org/10.1177/0145482x8908300107.
Pełny tekst źródłaBrown, Don, Charlotte Thomson, Angelika Anderson, Dennis W. Moore, Joanne Walker, Ted Glynn, Angus Macfarlane, John Medcalf i James Ysseldyke. "Resource Teachers Learning and Behaviour: An Ecological Approach to Special Education". Australasian Journal of Special Education 24, nr 1 (styczeń 2000): 5–20. http://dx.doi.org/10.1017/s1030011200024659.
Pełny tekst źródłaLuckner, J. L., i C. Ayantoye. "Itinerant Teachers of Students Who Are Deaf or Hard of Hearing: Practices and Preparation". Journal of Deaf Studies and Deaf Education 18, nr 3 (20.03.2013): 409–23. http://dx.doi.org/10.1093/deafed/ent015.
Pełny tekst źródłaSusan Foster i Katie Cue. "Roles and Responsibilities of Itinerant Specialist Teachers of Deaf and Hard of Hearing Students". American Annals of the Deaf 153, nr 5 (2009): 435–49. http://dx.doi.org/10.1353/aad.0.0068.
Pełny tekst źródłaDouglas, M. "Educating Blind and Visually Impaired Children in Western Australia". Journal of Visual Impairment & Blindness 83, nr 1 (styczeń 1989): 51–53. http://dx.doi.org/10.1177/0145482x8908300117.
Pełny tekst źródłaHenderson, Robyn. "Student mobility: moving beyond deficit views". Journal of Psychologists and Counsellors in Schools 11 (listopad 2001): 121–30. http://dx.doi.org/10.1017/s1037291100004374.
Pełny tekst źródłaBenitez-Herrera, Sandra, i Patricia F. Spinelli. "GalileoMobile, sharing astronomy with students and teachers around the world". Proceedings of the International Astronomical Union 11, A29A (sierpień 2015): 399–400. http://dx.doi.org/10.1017/s1743921316003410.
Pełny tekst źródła박은송, Kim Sam-Sup i 박은영. "A Study on Teachers' Recognition and Educational Application of ICT at Residential and Itinerant Education". Korean Journal of Physical, Multiple, & Health Disabilities 50, nr 2 (lipiec 2007): 63–81. http://dx.doi.org/10.20971/kcpmd.2007.50.2.63.
Pełny tekst źródłaPrause, Julie. "Book Review: Itinerant Teaching: Tricks of the Trade for Teachers of Students with Visual Impairments". Journal of Visual Impairment & Blindness 99, nr 8 (sierpień 2005): 504–6. http://dx.doi.org/10.1177/0145482x0509900807.
Pełny tekst źródłaBolborici, Ana-Maria, i Diana-Cristina Bódi. "Issues of Special Education in Romanian Schools". European Journal of Education 1, nr 3 (29.11.2018): 135. http://dx.doi.org/10.26417/ejed.v1i3.p135-141.
Pełny tekst źródłaPark, So-young, Song ha Yoon i Jang Soon Yoo. "Roles and Support Needs of Early Childhood Special Education Teacher in Special Education Support Centers". Korean Journal of Early Childhood Special Education 22, nr 2 (30.06.2022): 151–73. http://dx.doi.org/10.21214/kecse.2022.22.2.151.
Pełny tekst źródłaCihan, Mehmet Akif, i Rona L. Pogrund. "Educational Impact of Using the VISSIT to Determine Service Delivery Time of Itinerant Teachers of Students With Visual Impairments". Journal of Visual Impairment & Blindness 116, nr 3 (maj 2022): 404–9. http://dx.doi.org/10.1177/0145482x221109535.
Pełny tekst źródłaReed, Susanne. "Beliefs and Practices of Itinerant Teachers of Deaf and Hard of Hearing Children Concerning Literacy Development". American Annals of the Deaf 148, nr 4 (2003): 333–43. http://dx.doi.org/10.1353/aad.2003.0031.
Pełny tekst źródłaDavison-Mowle, John, Greg Leigh, Jill Duncan i Michael Arthur-Kelly. "Description of the direct teaching activities of itinerant teachers of deaf and hard of hearing students". Deafness & Education International 20, nr 1 (2.01.2018): 23–40. http://dx.doi.org/10.1080/14643154.2018.1442908.
Pełny tekst źródłaPower, Des, i Merv Hyde. "Itinerant Teachers of the Deaf and Hard of Hearing and Their Students in Australia: some state comparisons". International Journal of Disability, Development and Education 50, nr 4 (grudzień 2003): 385–401. http://dx.doi.org/10.1080/1034912032000155185.
Pełny tekst źródłaCompton, Mary V., Margo Appenzeller, Megan Kemmery i Stephanie Gardiner-Walsh. "Itinerant Teachers’ Perspectives of Using Collaborative Practices in Serving Students Who Are Deaf or Hard of Hearing". American Annals of the Deaf 160, nr 3 (2015): 255–72. http://dx.doi.org/10.1353/aad.2015.0023.
Pełny tekst źródłaNorman, Nancy, i Janet R. Jamieson. "Social and Emotional Learning and the Work of Itinerant Teachers of the Deaf and Hard of Hearing". American Annals of the Deaf 160, nr 3 (2015): 273–88. http://dx.doi.org/10.1353/aad.2015.0024.
Pełny tekst źródłaLee, Sung Suk, i Tae-Young Kim. "A study of itinerant early childhood English teachers’ motivation and demotivation: Focusing on the post COVID-19 era". Korea Association of Primary English Education 28, nr 1 (31.03.2022): 79–105. http://dx.doi.org/10.25231/pee.2022.28.1.79.
Pełny tekst źródłaMourão, Sandie. "English as a foreign language in ECE: itinerant teachers of English and collaborative practices for an integrated approach". European Early Childhood Education Research Journal 29, nr 3 (4.05.2021): 455–71. http://dx.doi.org/10.1080/1350293x.2021.1928726.
Pełny tekst źródłaPogrund, Rona L., Shannon Darst i Michael P. Munro. "Initial Validation Study for a Scale Used to Determine Service Intensity for Itinerant Teachers of Students with Visual Impairments". Journal of Visual Impairment & Blindness 109, nr 6 (listopad 2015): 433–44. http://dx.doi.org/10.1177/0145482x1510900602.
Pełny tekst źródłaStough, Laura M. "Special Education and Severe Disabilities in Costa Rica: Developing Inclusion in a Developing Country". Research and Practice for Persons with Severe Disabilities 28, nr 1 (marzec 2003): 7–15. http://dx.doi.org/10.2511/rpsd.28.1.7.
Pełny tekst źródłaNaimoli, Joseph F., Anani Gbekley, Tchao Bamaze, Kathleen A. Parker, Jennifer Bryce i Gail C. Naimoli. "Working with Communities to Increase the Use of Health Services: An Experience from Togo, West Africa". International Quarterly of Community Health Education 14, nr 3 (październik 1993): 257–71. http://dx.doi.org/10.2190/00k6-qrjk-4cnx-rfm3.
Pełny tekst źródłaObara, A. T., M. L. Kovalski, V. B. Regina, P. B. Riva, M. R. Hidalgo, C. B. Galvão i B. T. Takahashi. "Environmental education for sustainable management of the basins of the rivers Pirapó, Paranapanema III and Parapanema IV". Brazilian Journal of Biology 75, nr 4 suppl 2 (grudzień 2015): 137–47. http://dx.doi.org/10.1590/1519-6984.01113suppl.
Pełny tekst źródłaHong, Sunggye, Irene Topor i Jane Erin. "A Comparison of Distance and On-Campus Learning Models to Prepare Teachers of Students With Visual Impairments". Journal of Visual Impairment & Blindness 116, nr 3 (maj 2022): 343–53. http://dx.doi.org/10.1177/0145482x221109517.
Pełny tekst źródłaLynch, Paul, Steve McCall, Graeme Douglas, Mike McLinden i Asher Bayo. "Inclusive educational practices in Uganda: evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools". International Journal of Inclusive Education 15, nr 10 (grudzień 2011): 1119–34. http://dx.doi.org/10.1080/13603116.2011.555070.
Pełny tekst źródłaLynch, Paul, Steve McCall, Graeme Douglas, Mike McLinden, Bernard Mogesa, Martha Mwaura, John Muga i Michael Njoroge. "Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools". International Journal of Educational Development 31, nr 5 (wrzesień 2011): 478–88. http://dx.doi.org/10.1016/j.ijedudev.2010.08.006.
Pełny tekst źródłaLee, So Hyun, i lee Young Kim. "Effects of the Itinerant Consulting Program on Teaching Efficacy of Care- Providing-Teachers for Young Children with Disabilities in Inclusive Daycare Center". Special Education Research 7, nr 2 (31.10.2008): 103. http://dx.doi.org/10.18541/ser.2008.10.7.2.103.
Pełny tekst źródłaMartins, Daniel Valério, i Ruan Rocha Mesquita. "Sala de Aula Itinerante e o diálogo entre Universidade e Comunidade: uma ação na EEFM de Forte Velho em Santa Rita-PB". Revista Educação, Pesquisa e Inclusão 1 (1.12.2020): 1. http://dx.doi.org/10.18227/2675-3294repi.v1i0.6664.
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