Works matching IS 14713802 AND DT 2019 AND VI 19
Results: 42
Development of pre‐service teachers' self‐efficacy beliefs and attitudes towards inclusive education through first teaching experiences.
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- Journal of Research in Special Educational Needs, 2019, v. 19, p. 73, doi. 10.1111/1471-3802.12479
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Issue Information.
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- Journal of Research in Special Educational Needs, 2019, v. 19, p. 1, doi. 10.1111/1471-3802.12428
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Editorial: teachers' attitudes and self‐efficacy beliefs with regard to inclusive education.
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- Journal of Research in Special Educational Needs, 2019, v. 19, p. 3, doi. 10.1111/1471-3802.12480
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Implicit and explicit measures of teaching self‐efficacy and their relation to cultural heterogeneity: differences between preservice and in‐service teachers.
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- Journal of Research in Special Educational Needs, 2019, v. 19, p. 24, doi. 10.1111/1471-3802.12475
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Japanese and Finnish teachers' perceptions and self‐efficacy in inclusive education.
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- Journal of Research in Special Educational Needs, 2019, v. 19, p. 60, doi. 10.1111/1471-3802.12478
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UK higher education lecturers' perspectives of dyslexia, dyslexic students and related disability provision.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 3, p. 161, doi. 10.1111/1471-3802.12438
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Values and beliefs as predictors of pre‐service teachers' enjoyment of teaching in inclusive settings.
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- Journal of Research in Special Educational Needs, 2019, v. 19, p. 8, doi. 10.1111/1471-3802.12474
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Best practices in co‐teaching mathematics with special needs students.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 3, p. 173, doi. 10.1111/1471-3802.12439
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The role of primary school teachers' attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the 'Theory of Planned Behaviour'.
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- Journal of Research in Special Educational Needs, 2019, v. 19, p. 36, doi. 10.1111/1471-3802.12476
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Teachers' attitudes towards inclusion and their self‐efficacy for inclusive practices as predictors of willingness to implement peer tutoring.
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- Journal of Research in Special Educational Needs, 2019, v. 19, p. 49, doi. 10.1111/1471-3802.12477
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Issue Information.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 2, p. 77, doi. 10.1111/1471-3802.12429
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Issue Information.
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- Journal of Research in Special Educational Needs, 2019, v. 19, p. 1, doi. 10.1111/1471-3802.12428
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- Article
Rethinking norms and collectivism in China's inclusive education – moving teachers' understanding beyond integration.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 4, p. 353, doi. 10.1111/1471-3802.12454
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The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 4, p. 344, doi. 10.1111/1471-3802.12453
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Work done in the margins: A comparative study of mental health literacy in pre‐service teacher education in Australia and in Scotland.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 4, p. 334, doi. 10.1111/1471-3802.12452
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An investigation of change: elementary students with an individual education program participating in a school‐based mental health counselling intervention.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 4, p. 325, doi. 10.1111/1471-3802.12451
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Affective issues impacting children with dyslexia in a special school in Ireland.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 4, p. 315, doi. 10.1111/1471-3802.12450
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A new student engagement observational instrument for use with students with intellectual disability.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 4, p. 304, doi. 10.1111/1471-3802.12449
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A study of the relation between special education burnout and job satisfaction.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 4, p. 295, doi. 10.1111/1471-3802.12448
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The experiences of teachers of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 4, p. 283, doi. 10.1111/1471-3802.12447
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Issue Information.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 4, p. 281, doi. 10.1111/1471-3802.12431
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Policy for SEND and Inclusion: examining UK national and some European differences.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 3, p. 241, doi. 10.1111/1471-3802.12455
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The relationship between school personnel's confidence with using the school‐wide positive behaviour intervention support model and its sustainability.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 3, p. 232, doi. 10.1111/1471-3802.12445
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Predictors of non‐compliant classroom behaviour of secondary school students. Identifying the influence of sex, learning problems, behaviour problems, social behaviour, peer relations and student–teacher relations.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 3, p. 220, doi. 10.1111/1471-3802.12444
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Understanding of inclusive education practices among parents in Ghana.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 3, p. 207, doi. 10.1111/1471-3802.12443
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Student‐directed learning of literacy skills for students with intellectual disability.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 3, p. 197, doi. 10.1111/1471-3802.12442
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Education professionals' attitudes towards the inclusion of children with ADHD: the role of knowledge and stigma.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 3, p. 184, doi. 10.1111/1471-3802.12441
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Korean elementary school teachers' implementation of mathematics instruction for students struggling to learn mathematics in inclusive settings.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 2, p. 145, doi. 10.1111/1471-3802.12437
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Issue Information.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 3, p. 159, doi. 10.1111/1471-3802.12430
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Issue Information.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 1, p. 1, doi. 10.1111/1471-3802.12428
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It's messy but real: a pilot study of the implementation of a social engagement intervention for children with autism in schools.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 2, p. 135, doi. 10.1111/1471-3802.12436
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The influence of the nature of children's disabilities on societal reactions experienced by their parents.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 2, p. 126, doi. 10.1111/1471-3802.12435
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Lesson planning for diversity.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 2, p. 115, doi. 10.1111/1471-3802.12433
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Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 2, p. 103, doi. 10.1111/1471-3802.12432
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The impact of teachers' characteristics on their self‐efficacy and job satisfaction: a perspective from teachers engaging students with disabilities.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 1, p. 68, doi. 10.1111/1471-3802.12425
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Co‐teaching is extra help and fun: perspectives on co‐teaching from middle school students and co‐teachers.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 2, p. 92, doi. 10.1111/1471-3802.12427
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Visual representations and verbal schemas: a case study of one student with high‐functioning autism.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 2, p. 79, doi. 10.1111/1471-3802.12426
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Attitudes of Australian primary school teachers towards the inclusion of students with autism spectrum disorders.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 1, p. 58, doi. 10.1111/1471-3802.12424
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A character strength intervention in 11 inclusive Finnish classrooms to promote social participation of students with special educational needs.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 1, p. 45, doi. 10.1111/1471-3802.12423
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An ethical audit of the SEND CoP 2015: professional partnership working and the division of ethical labour.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 1, p. 15, doi. 10.1111/1471-3802.12422
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How are students on the autism spectrum affected by bullying? Perspectives of students and parents.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 1, p. 27, doi. 10.1111/1471-3802.12421
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Two‐step tier three interventions for children in grade three with low reading fluency.
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- Journal of Research in Special Educational Needs, 2019, v. 19, n. 1, p. 3, doi. 10.1111/1471-3802.12419
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