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Improving Schools, Developing Inclusion

https://doi.org/10.4324/9780203967157
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inferredcites →https://doi.org/10.1080/1363243052000317055openalex-snapshot
Sustaining improvement in schools in challenging circumstances: a study of successful practice

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Education, Disability, and International Development
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Introduction
inferred← citeshttps://doi.org/10.1007/978-3-030-29553-0_70-1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-34023-9_9openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-35469-4_102-1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-40858-8_61-1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-43752-6_16openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-47411-8_25-1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-54256-5_31openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-67667-3_44openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-76485-1_25openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-78837-6_15openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-032-12722-8_13openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-032-13788-3_19openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-032-31322-5_102openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-319-40317-5_1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-319-63951-2_5-1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-319-74310-3_51openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-319-75963-0_13openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-658-06604-8_1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-658-06604-8_6openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-658-15083-9_27openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-658-21290-2_11openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-658-24221-3_4openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-658-31601-3_20openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-658-45042-7_26openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-658-45757-0_24openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-90-481-2660-6_48openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-007-0283-7openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-007-6555-9_45openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-6209-134-4_3openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-6209-692-9_9openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-6209-854-1_5openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-6300-340-7_12openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-6300-803-7openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-6300-803-7_1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-6300-857-0openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-981-15-2541-4_15openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-981-97-8321-2_2openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-981-99-5414-8_62openalex-snapshot
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Eficacia de las prácticas inclusivas para compensar los resultados académicos de escolares con dificultades del lenguaje oral y escrito
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Counseling children at risk in a resilient contextual perspective: a paradigmatic shift of school psychologists’ role in inclusive education
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Application of Individualization and Differentiation in Czech Primary Schools-one of the Characteristic Features of Inclusion
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Technology policy, technology integration, and equitable learning experiences: Insights in technological preparedness of US public schools for the pandemic
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Beijing in-service teachers' self-efficacy and attitudes towards inclusive education
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Working in boundary practices: Identity development and learning in partnerships for inclusive education
inferred← citeshttps://doi.org/10.1016/j.tate.2013.05.005openalex-snapshot
Becoming engaged in inclusive practices: Narrative reflections on teaching as descriptors of teachers' work engagement
inferred← citeshttps://doi.org/10.1016/j.tate.2014.06.003openalex-snapshot
Developing equitable elementary mathematics classrooms through teachers learning about children's mathematical thinking: Cognitively Guided Instruction as an inclusive pedagogy
inferred← citeshttps://doi.org/10.1016/j.tate.2015.07.002openalex-snapshot
Responding to learner diversity: Student views as a catalyst for powerful teacher development?
inferred← citeshttps://doi.org/10.1016/j.tate.2018.05.016openalex-snapshot
Are we included? Secondary students' perception of inclusion climate in their schools
inferred← citeshttps://doi.org/10.1016/j.tate.2018.08.010openalex-snapshot
Interactions between pupils and their teacher in collaborative and technology-enhanced learning settings in the inclusive classroom
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103277openalex-snapshot
Special development: The nature, content, and structure of special education teachers’ professional learning opportunities
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103547openalex-snapshot
Pre-service physical education teachers’ attitude toward, and self-efficacy in, inclusive physical education: Measurement invariance and influence factors
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103922openalex-snapshot
Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education
inferred← citeshttps://doi.org/10.1016/j.tate.2025.105120openalex-snapshot
Teachers' inclusive core practices and all students’ perspectives
inferred← citeshttps://doi.org/10.1016/j.tate.2025.105152openalex-snapshot
Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion
inferred← citeshttps://doi.org/10.1016/j.tsc.2024.101469openalex-snapshot
Associations between attitudes toward inclusive education and teaching for creativity for Indonesian pre-service teachers
inferred← citeshttps://doi.org/10.1016/s0185-2698(14)70638-5openalex-snapshot
Enfoques de atención a la diversidad, estrategias de aprendizaje y motivación en educación secundaria
inferred← citeshttps://doi.org/10.1016/s1479-3679(06)08005-4openalex-snapshot
Inclusive Education as a Strategy for Achieving Education for All: Perspectives from Three Asian Societies
inferred← citeshttps://doi.org/10.1017/9781316392881.005openalex-snapshot
Moving towards Schools for All
inferred← citeshttps://doi.org/10.1017/jgc.2016.19openalex-snapshot
Teachers’ Experiences of Inclusion of Children with Developmental Disabilities across the Early Years of School
inferred← citeshttps://doi.org/10.1017/jsi.2026.10016openalex-snapshot
Actions Speak Louder Than Words: Subjective Norms and Teachers’ Intentions to Practise Inclusive Education
inferred← citeshttps://doi.org/10.1017/s103001120002529xopenalex-snapshot
Using Evidence to Encourage Inclusive School Development: Possibilities and Challenges
inferred← citeshttps://doi.org/10.1017/s1030011200025355openalex-snapshot
Looking to the Future: Towards a Common Sense of Purpose
inferred← citeshttps://doi.org/10.1021/acs.jchemed.5c00178openalex-snapshot
Making Participation Accessible to All: Evaluating the Redesign of a General Chemistry Lab Course from a Blind Student’s Perspective
inferred← citeshttps://doi.org/10.1026/0942-5403/a000526openalex-snapshot
Unmet Needs and Mental Health Challenges
inferred← citeshttps://doi.org/10.1057/978-1-137-52299-3_7openalex-snapshot
The Social-Justice Issue in Policy for Intercultural Education: From Decision-Making to Implementation
inferred← citeshttps://doi.org/10.1057/9781137027733_9openalex-snapshot
Learning How to Behave in School: A Study of the Experiences of Children and Young People with Socio-emotional Differences
inferred← citeshttps://doi.org/10.1057/9781137276322_6openalex-snapshot
Education for Shared Societies
inferred← citeshttps://doi.org/10.1057/9781137393593_6openalex-snapshot
Alternative Provision Free Schools: Educational Fireworks or Sparks of Optimism for Excluded Young People?
inferred← citeshttps://doi.org/10.1057/s41599-024-03417-3openalex-snapshot
Co-designing inclusive excellence in higher education: Students’ and teachers’ perspectives on the ideal online learning environment using the I-TPACK model
inferred← citeshttps://doi.org/10.1080/00071005.2015.1049974openalex-snapshot
‘Everybody is Available to Them’: Support Measures for Migrant Students in Irish Secondary Schools
inferred← citeshttps://doi.org/10.1080/00071005.2020.1719032openalex-snapshot
INNOVATIVE PEDAGOGICAL EXPERIENCES AT BASQUE COUNTRY INCLUSIVE SCHOOLS
inferred← citeshttps://doi.org/10.1080/00094056.2014.983022openalex-snapshot
Focus on Middle School: Inquiry and Intellectualism: Professional Development for Inclusive Education
inferred← citeshttps://doi.org/10.1080/00131911.2013.847061openalex-snapshot
Inclusive education in developing countries: a closer look at its implementation in the last 10 years
inferred← citeshttps://doi.org/10.1080/00220620.2018.1426558openalex-snapshot
Islamic school leadership: a conceptual framework
inferred← citeshttps://doi.org/10.1080/00220620.2018.1448369openalex-snapshot
Whose Jihad ? Oral history of an American Muslim educational leader and U.S. public schools
inferred← citeshttps://doi.org/10.1080/00313831.2014.904422openalex-snapshot
Similar Situations? Special Needs in Different Groups of Independent Schools
inferred← citeshttps://doi.org/10.1080/00313831.2016.1212252openalex-snapshot
Quality of Inclusion and Related Predictors: Teachers’ Reports of Educational Provisions Offered to Students with Down Syndrome
inferred← citeshttps://doi.org/10.1080/00313831.2019.1639819openalex-snapshot
Pupils’ Perceptions of How Teachers’ Everyday Practices Support Their Mental Health: A Qualitative Study of Pupils Aged 14–15 in Norway
inferred← citeshttps://doi.org/10.1080/00313831.2023.2266728openalex-snapshot
Perceptions of inclusion among lower secondary level students in Finland
inferred← citeshttps://doi.org/10.1080/00393541.2009.11518789openalex-snapshot
Collaborative Artmaking for Reducing Marginalization
inferred← citeshttps://doi.org/10.1080/01411921003690615openalex-snapshot
BOOK REVIEWS
inferred← citeshttps://doi.org/10.1080/01411921003786561openalex-snapshot
‘This is a school, it's not a site’: Teachers' attitudes towards Gypsy and Traveller pupils in schools in England, UK
inferred← citeshttps://doi.org/10.1080/01425692.2012.692046openalex-snapshot
Promoting positive attitudes towards disabled people: definition of, rationale and prospects foranti-disablisteducation
inferred← citeshttps://doi.org/10.1080/01425692.2018.1500273openalex-snapshot
‘Other spaces’ for lesbian, gay, bisexual, transgendered and questioning (LGBTQ) students: positioning LGBTQ-affirming schools as sites of resistance within inclusive education
inferred← citeshttps://doi.org/10.1080/01425692.2018.1512848openalex-snapshot
Time for inclusion?
inferred← citeshttps://doi.org/10.1080/01434632.2025.2597412openalex-snapshot
Inclusive pedagogies in multilingual classrooms: teachers’ perspectives on supporting students with learning disabilities
inferred← citeshttps://doi.org/10.1080/01443410.2026.2675472openalex-snapshot
The associations between prejudices, motivation, and Attitude Towards inclusion of future special needs teachers
inferred← citeshttps://doi.org/10.1080/02188791.2022.2066628openalex-snapshot
Teachers’ understanding of inclusive education: comparing perspectives in China and Italy
inferred← citeshttps://doi.org/10.1080/02601370.2024.2422298openalex-snapshot
Discourse(s) of inclusion in adult education curricula – the case of Sweden
inferred← citeshttps://doi.org/10.1080/02619768.2024.2311694openalex-snapshot
Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity
inferred← citeshttps://doi.org/10.1080/02643940903136808openalex-snapshot
Implementation of primary Social and Emotional Aspects of Learning small group work: a qualitative study
inferred← citeshttps://doi.org/10.1080/02643944.2014.960533openalex-snapshot
Teaching assistants, neuro-linguistic programming (NLP) and special educational needs: ‘reframing’ the learning experience for students with mild SEN
inferred← citeshttps://doi.org/10.1080/02643944.2015.1070896openalex-snapshot
Developing inclusive practice in Scotland: the National Framework for Inclusion
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