Citations (20)
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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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Run Tan, Michael Lichtblau, Carina Wehmeier & Rolf Werning. (2022) Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany. European Journal of Special Needs Education 37:6, pages 994-1008.
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Lishuai Jia, Run Tan & Marina Santi. (2022) Teachers’ understanding of inclusive education: comparing perspectives in China and Italy. Asia Pacific Journal of Education 0:0, pages 1-13.
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Irene Vanderpuye, Isaac Nyame & Martha-Pearl Okai. (2022) Challenges inherent in the academic endeavours of students with visual impairment. International Journal of Inclusive Education 0:0, pages 1-14.
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Tingrui Yan, Meng Deng & Ying Ma. (2021) Chinese regular education teachers’ perceptions of the holistic development of students with special educational needs in inclusive schools. International Journal of Inclusive Education 25:6, pages 686-704.
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Laura Dörrenbächer-Ulrich, Lisa Stark & Franziska Perels. (2020) Profiles of teachers’ concerns about heterogeneity in classrooms. Educational Research and Evaluation 26:7-8, pages 433-459.
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Articles from other publishers (14)
Hanna Lopatina, Natalia Tsybuliak, Anastasiia Popova, Olha Hurenko & Yana Suchikova. (2023) Inclusive education in higher education institution: Are Ukrainian faculty members’ ready for it?. Research in Education.
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Florence Nyemba. 2023. Closing the Educational Achievement Gap for Students With Learning Disabilities. Closing the Educational Achievement Gap for Students With Learning Disabilities
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Meng Deng (邓猛), Ying Ma (马滢) & Zhengli Xie (谢正立). (2023) To Separate or to Include: A Qualitative Study of Placement Decisions for Students With Special Education Needs in China. ECNU Review of Education.
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Maxwell Peprah Opoku, William Nketsia, Michael Amponteng, Wisdom Kwadwo Mprah & Emmanuel Opoku Kumi. (2023) Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students. Journal for the Education of the Gifted 46:2, pages 167-193.
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Hüseyin ATEŞ & Kibar SUNGUR GÜL. (2023) Öğretmen Adaylarının STEM Eğitimine Yönelik Öz-Yeterlik ve Endişe Düzeylerinin İncelenmesiInvestigation of Self-Efficacy and Concern Levels of Pre-service Teachers about STEM Education. Türk Eğitim Bilimleri Dergisi 21:1, pages 478-504.
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Mickaël Jury, Aurélie Laurence, Sylvie Cèbe & Caroline Desombre. (2023) Teachers’ concerns about inclusive education and the links with teachers’ attitudes. Frontiers in Education 7.
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Andreas Köpfer & Run Tan. 2023. International Perspectives on Exclusionary Pressures in Education. International Perspectives on Exclusionary Pressures in Education
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Marissa J. Filderman, Lucy Barnard-Brak & Gregory J. Benner. (2022) Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial. Social Psychology of Education 25:6, pages 1437-1458.
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Kitty Yuen-han MO & Simon Tak-Mau CHAN. (2021) Involvement of parents of children with ADHD in schools: Implications for social work practice. Journal of Social Work 22:4, pages 915-930.
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Caroline Sahli Lozano, Sergej Wüthrich, Jonas Sebastian Büchi & Umesh Sharma. (2022) The concerns about inclusive education scale: Dimensionality, factor structure, and development of a short-form version (CIES-SF). International Journal of Educational Research 111, pages 101913.
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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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Yazhe Wei & Alex Wing Cheung Tse. (2021) Teachers' Stages of Concern on STEM Education in a Rural Secondary School in Guangzhou. Teachers' Stages of Concern on STEM Education in a Rural Secondary School in Guangzhou.
Min Yang & Chao Yu. (2021) A Review of Teachers' Sentiments and Attitudes in Inclusive Education in China. Frontiers in Psychology 12.
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Ahmed Alduais & Meng Deng. (2019) The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval. Education Sciences 9:2, pages 95.
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