An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion-Reference-Cited by-同舟云学术

An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion

Published:2016-06-03 Issue:2 Volume:21 Page:187-204
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Hu Bi Ying,Wu Hui Ping,Su Xue Yun,Roberts Sherron Killingsworth

Funder

Defining and Measuring the Quality of Inclusive Preschool Education in Chinese Contexts

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/13603116.2016.1193563

Reference62 articles.

1. What do Pre-Service Teachers See as Their Roles in Promoting Positive Social Environments? “I see Myself as a Facilitator of Acceptance”

2. Impact of Trainings on Child Care Providers' Attitudes and Perceived Competence Toward Inclusion

3. ‘I connected’: reflection and biography in teacher learning toward inclusion

4. The efficacy of embedding special education instruction in teacher preparation programs in the United States

5. Opportunities for Authentic Experience and Reflection: A Teaching Programme Designed to Change Attitudes Towards Disability for Pre‐service Teachers

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