Ugandan Teachers Epistemological Beliefs and Child-Led Research: Implications for Developing Inclusive Educational Practice-Reference-Cited by-同舟云学术

Ugandan Teachers Epistemological Beliefs and Child-Led Research: Implications for Developing Inclusive Educational Practice

Published:2019-12-10 Issue:4 Volume:68 Page:600-615
ISSN:1034-912X
Container-title:International Journal of Disability, Development and Education
language:en
Short-container-title:International Journal of Disability, Development and Education

Author:

Sheehy Kieron¹^ORCID,Wilson Kasule George²,Chamberlain Liz³

Affiliation:

1. Professor of Education (Innovation Pedagogies), The Open Unversity – ECYS, Milton Keynes, United Kingdom of Great Britain and Northern Ireland

2. Educational Planning and Management, Kyambogo University Ringgold standard institution, Kampala, Uganda

3. Department of Education, The Open Unversity – ECYS, Milton Keynes, United Kingdom of Great Britain and Northern Ireland

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education,Health(social science)

Link

https://www.tandfonline.com/doi/pdf/10.1080/1034912X.2019.1699647

Reference50 articles.

1. Variables affecting teachers' attitudes towards inclusive education in Bangladesh

2. Teacher reform in Indonesia: can offshore programs create lasting pedagogical shift?

3. Allodi, M. W. & Carstens, R. (2013). Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey TALIS 2013 Conceptual Framework, 1–60.

4. Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum

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