Citations (26)
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Sara Rizvi Jafree, Syeda Khadija Burhan & Qaisar Khalid Mahmood. (2023) Predictors for stress in special education teachers: Policy lessons for teacher support and special needs education development during the COVID pandemic and beyond. Journal of Human Behavior in the Social Environment 33:5, pages 615-632.
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Goitse B. Ookeditse. (2022) Vocational teachers’ perceptions of transition components and relevance of curriculum to employment for students with disabilities. Cogent Education 9:1.
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Nuria González Castellano, Eulogio Cordón Pozo & María-Jesús Colmenero Ruiz. (2022) University professors and the inclusion of students with special educational needs in higher education: proposal and validation of a measurement scale. International Journal of Inclusive Education 0:0, pages 1-23.
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Hannu Savolainen, Olli-Pekka Malinen & Susanne Schwab. (2022) Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis. International Journal of Inclusive Education 26:9, pages 958-972.
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Srikala Naraian. (2022) Diffractively narrating teacher agency within the entanglements of inclusion. Teaching Education 33:1, pages 13-26.
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Srikala Naraian. (2019) Precarious, debilitated and ordinary: Rethinking (in)capacity for inclusion. Curriculum Inquiry 49:4, pages 464-484.
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Articles from other publishers (20)
Kerry Cormier. (2023) Dedication to the craft: developing pre-service teachers into social justice advocates through PDS and poetry. School-University Partnerships 16:2, pages 110-124.
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Rebecca Rosenberg, Kate De Bruin & Michelle Ludecke. (2023) Beginning teacher preparation and readiness for the profession as inclusive educators. Australian Journal of Education.
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Emily Frake, Michelle Dean, Linh N. Huynh, Suzannah Iadarola & Connie Kasari. (2023) Earning Your Way into General Education: Perceptions about Autism Influence Classroom Placement. Education Sciences 13:10, pages 1050.
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Isidora Kourti, Garyfalia Charitaki & Maria Kypriotaki. (2023) The Critical Role of Personal and Professional Characteristics on Teachers’ Efficacy and Attitudes Towards Inclusion: a Comparative Study Between Greece and the UK. Trends in Psychology.
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Kaisa-Mari Jama, Päivi Tynjälä, Leena Aarto-Pesonen, Anita Malinen & Raija Hämäläinen. (2023) The meaning of difficulties in career narratives: the case of sports graduates. International Journal for Educational and Vocational Guidance.
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Birte Oetjen. (2023) Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers. Education Sciences 13:5, pages 523.
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Pazit Levi-Sudai & Gabriela Neagu. (2022) The Attitudes of Teachers towards Disadvantaged Young Students: Israel–Romania Comparative Analysis. Sustainability 14:19, pages 12468.
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Maxwell P. Opoku. (2022) Special educators’ intentions towards supporting practice of inclusive education for students with disabilities in secondary schools in Ghana. African Journal of Disability 11.
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Judith Pérez-Castro. (2021) Condiciones para la docencia inclusiva: análisis desde las barreras y los facilitadores. Revista Iberoamericana de Educación Superior, pages 138-157.
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Annie Nguyen Tran. 2021. Empowering Formal and Informal Leadership While Maintaining Teacher Identity. Empowering Formal and Informal Leadership While Maintaining Teacher Identity
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Srikala Naraian, Mary Ann Chacko, Claire Feldman & Tara Schwitzman-Gerst. (2020) Emergent Concepts of Inclusion in the Context of Committed School Leadership. Education and Urban Society 52:8, pages 1238-1263.
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Jorge Rojo-Ramos, Carlos Ferrera-Granados, Manuel Fernández-Guerrero, Fernando Manzano-Redondo, Miguel Ángel Garcia-Gordillo, Patricia Polero & José Carmelo Adsuar. (2020) A Descriptive Study on the Training and Attitude of Future Teachers towards Educational Inclusion. Sustainability 12:19, pages 8028.
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Jamie L. Metsala & Mary Jane Harkins. (2019) An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43:2, pages 178-192.
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Eeva Kaisa Hyry‐Beihammer, Katri Jokikokko & Minna Uitto. (2019) Emotions involved in encountering classroom diversity: Beginning teachers’ stories. British Educational Research Journal 45:6, pages 1124-1139.
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Loraine McKay. (2019) Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education. Teaching and Teacher Education 86, pages 102920.
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Světlana Hanušová, Michaela Píšová & Tomáš Kohoutek. (2019) Novice Teachers of English as a Foreign Language in the Czech Republic and their Drop-Out Intentions. Journal of Language and Cultural Education 7:2, pages 51-77.
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Loraine McKay & Heather Manning. (2018) Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice. Journal of Teacher Education 70:4, pages 360-371.
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Srikala Naraian & Sarah Schlessinger. (2018) Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms. Teaching and Teacher Education 71, pages 179-189.
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Roseanna Bourke. 2017. Ethics, Equity, and Inclusive Education. Ethics, Equity, and Inclusive Education
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Světlana Hanušová, Michaela Píšová, Tomáš Kohoutek, Eva Minaříková, Miroslav Janík, Tomáš Janík, Jan Mareš, Stanislav Ježek & Klára Uličná. 2017. Chtějí zůstat nebo odejít?. Chtějí zůstat nebo odejít?.