Examining A Science Teacher’s Instructional Practices in the Adoption of Inclusive Pedagogy: A Qualitative Case Study-Reference-Cited by-同舟云学术

Examining A Science Teacher’s Instructional Practices in the Adoption of Inclusive Pedagogy: A Qualitative Case Study

Published:2021-06-18 Issue: Volume: Page:1-23
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Adu-Boateng Simon¹^ORCID,Goodnough Karen¹

Affiliation:

1. Faculty of Education, Memorial University of Newfoundland, St. John’s, Newfoundland, Canada

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2021.1915605

Reference99 articles.

1. A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority

2. What’s at Stake in High-Stakes Testing

3. Barrington, G. (1995). Supporting integration: Work in progress in Alberta (final report). Alberta Department of Education. https://files.eric.ed.gov/fulltext/ED392225.pdf.

4. Using Universal Design for Learning to Construct Inclusive Science Classrooms for Diverse Learners

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