Citations (20)
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Zhengli Xie. (2023) Work motivation and organisational commitment among inclusive education teachers in China: the mediating role of job crafting. International Journal of Developmental Disabilities 69:6, pages 896-905.
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Zhengli Xie, Meng Deng & Ying Ma. (2023) Measuring social support perceived by inclusive education teachers in China. Asia Pacific Journal of Education 43:1, pages 219-235.
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Zhengli Xie, Li-Fang Zhang & Meng Deng. (2022) Self-efficacy and Work Motivation among Inclusive Education Teachers in China. International Journal of Disability, Development and Education 0:0, pages 1-15.
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Wei Ye & Viv Edwards. (2018) Confucius institute teachers in the UK: motivation, challenges, and transformative learning. Race Ethnicity and Education 21:6, pages 843-857.
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Yan Wang & Guanglun Michael Mu. (2014) Revisiting the Trajectories of Special Teacher Education in China through Policy and Practice. International Journal of Disability, Development and Education 61:4, pages 346-361.
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Chris Forlin, Tim Loreman & Umesh Sharma. (2014) A system-wide professional learning approach about inclusion for teachers in Hong Kong. Asia-Pacific Journal of Teacher Education 42:3, pages 247-260.
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Articles from other publishers (14)
Ling Zhang (张玲) & Yuhao Deng (邓昱昊). (2023)
Toward a High-Quality System: A Critique of Chinese Special Education Policy Development and the
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Óscar Fernández-Álvarez, Qiuyang Li & Chen Chen. (2022) Transformative Learning: Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain. Chinese Journal of Applied Linguistics 45:2, pages 294-315.
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Meng Deng, Tiantian Wang & Han Zhu. 2022. Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder. Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder
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Bowen Li, Guangqin Li & Ji Luo. (2021) Latent but not absent: The ‘long tail’ nature of rural special education and its dynamic correction mechanism. PLOS ONE 16:3, pages e0242023.
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Ji LuoJi Luo. 2021. Rural Long Tail Public Service and the Correction Mechanism. Rural Long Tail Public Service and the Correction Mechanism
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Liang Chen, Jeffrey Hugh Gamble, I-Hua Chen, Zeng-Han Lee & Qian-Lan Fu. (2020) Psychometric Properties and Measurement Invariance for a Chinese Version of a Psychological Need Thwarting Scale for Teachers. International Journal of Environmental Research and Public Health 17:9, pages 3247.
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North Cooc. (2019) Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data. Educational Researcher 48:5, pages 273-286.
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North Cooc. (2019) Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education 83, pages 27-41.
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Michelle Vaughan & Anne Henderson. (2016) Exceptional educators: a collaborative training partnership for the inclusion of students with Down's syndrome. Support for Learning 31:1, pages 46-58.
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Richard Rose, Mary Doveston, Jayashree Rajanahally & Johnson Jament. 2014. Measuring Inclusive Education. Measuring Inclusive Education
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