A phenomenological study of preschool teachers’ experiences and perspectives on inclusion practices-Reference-Cited by-同舟云学术

A phenomenological study of preschool teachers’ experiences and perspectives on inclusion practices

Published:2018-01-01 Issue:1 Volume:5 Page:1549005
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Bryant Jeanice P.¹

Affiliation:

1. Student Advancement Department, Special Education Supervisor with Newport News Public Schools, Newport News, VA, USA

Funder

research

Publisher

Informa UK Limited

Subject

Education

Link

https://tandfonline.com/doi/pdf/10.1080/2331186X.2018.1549005

Reference25 articles.

1. DeMonte, J. (2013). High-quality professional development for teachers: Supporting teacher training to improve student learning. Center for American Progress. (ERIC No. ED561095).

2. Ludwig von Bertalanffy's early system approach

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