Zobrazeno 1 - 10 of 45 pro vyhledávání: '"Jacqueline Specht"'
1
Akademický článek
The trajectory of inclusive beliefs in beginning teachers
Autor: Jacqueline Specht, Jessica Delorey, Klajdi Puka
Publikováno v: Frontiers in Education, Vol 7 (2022)
Inclusive education is supported by the belief that all students belong and are valued members of their neighborhood school communities. Teachers must possess beliefs that support inclusion before they are able to develop the knowledge and skills nec
Externí odkaz: https://doaj.org/article/b1bab55210ce41aebf561b052d99e6ce
Zobrazit plný text záznamu
2
Akademický článek
What Early Childhood Educators Need to Know About Computers in Order
Autor: Jacqueline Specht, Eileen Wood, Teena Willoughby
Publikováno v: Canadian Journal of Learning and Technology, Vol 28, Iss 1 (2002)
Abstract Recent research in early childhood education centres suggests that the classroom environment and educators' knowledge about computers are not at a level that would support computer learning opportunities. The purpose of the present study
Externí odkaz: https://doaj.org/article/7b479ac9818c416d878f0da04843369f
Zobrazit plný text záznamu
3
'Choose Your Own Adventure': Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals
Autor: Carolyn Treadgold, Kimberly Maich, Hillary Winger, Steve Sider, Jacqueline Specht
Publikováno v: Journal of Research on Leadership Education. 18:132-154
We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branchin
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::b27b985da872f5e7ec1d660b5e059f43
https://doi.org/10.1177/19427751211046978
Zobrazit plný text záznamu
4
Experiences that shape pre-service teachers’ inclusive practice beliefs: a group concept mapping study
Autor: Tiffany L. Gallagher, Linda Ismailos, Jacqueline Specht, Jessica Whitley, Mélissa Villella, McKenzie Vanderloon, Michael Fairbrother, Jessica Delorey, Evan Charles, Grace Howell
Publikováno v: International Journal of Inclusive Education. :1-16
Teachers’ beliefs inform their instructional practice, which in turn has direct bearing on students’ success. The current study utilised Trochim’s Group Concept Mapping (GCM) to explore the experie...
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::4f5d5c5aae25afc0a766c825ff0c7165
https://doi.org/10.1080/13603116.2020.1862403
Zobrazit plný text záznamu
7
Navigating School Interactions: Parents of Students with Intellectual Disabilities Speak Out
Autor: Monique Somma, Jacqueline Specht, Sheila Bennett, Rebecca White
Publikováno v: Current Developmental Disorders Reports. 7:149-154
Our attraction to the verbiage of partnership casts a misleading conjecture that schools and parents are a collaborative unit with a single purpose. For too many parents, especially for those whose children present “problems” for schools, the rel
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::903bfe9d183fbc9eecb5e64b909bbf16
https://doi.org/10.1007/s40474-020-00203-z
Zobrazit plný text záznamu
8
Initial teacher education and trauma and violence informed care in the classroom: Preliminary results from an online teacher education course
Autor: Andrew M. Johnson, Richelle Bird, Kathryn A. Hibbert, C. Nadine Wathen, Jacqueline Specht, Susan Rodger
Publikováno v: Education Publications
Nursing Publications
© 2020 Wiley Periodicals, Inc. A trauma-and-violence-informed-care (TVIC) system within an educational setting provides a framework of practice that enables schools to become safe and inclusive places for some of the most vulnerable students. Initia
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0da5033993ab726ec574a6e9912c142f
https://doi.org/10.1002/pits.22373
Zobrazit plný text záznamu
10
A coaching partnership: resource teachers and classroom teachers teaching collaboratively in regular classrooms
Autor: Michelle Searle, Lori C. Kirkpatrick, Jacqueline Specht, Rachael E. Smyth
Publikováno v: British Journal of Special Education. 47:24-47
The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::5830fbbd7c271eeede63809b820adbd7
https://doi.org/10.1111/1467-8578.12296
Zobrazit plný text záznamu

Vyhledávací nástroje:

Upřesnit hledání

Omezení vyhledávání
Plný text Recenzováno Digitální knihovna AV ČR
Zdroje