{"title":"普通教育工作者对首届项目式学习 \"毕业设计 \"中学习困难学生的看法","authors":"Haerin Park, David Scanlon","doi":"10.1080/13603116.2024.2310673","DOIUrl":null,"url":null,"abstract":"Following participation in an inaugural year-end project-based learning (PBL) ‘Capstone’, teachers in a Catholic middle school were interviewed as a focus group for their reflections on the perform...","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"32 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"General educators’ perceptions of struggling learners in an inaugural project-based learning Capstone\",\"authors\":\"Haerin Park, David Scanlon\",\"doi\":\"10.1080/13603116.2024.2310673\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Following participation in an inaugural year-end project-based learning (PBL) ‘Capstone’, teachers in a Catholic middle school were interviewed as a focus group for their reflections on the perform...\",\"PeriodicalId\":48025,\"journal\":{\"name\":\"International Journal of Inclusive Education\",\"volume\":\"32 1\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-01-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Inclusive Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/13603116.2024.2310673\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Inclusive Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/13603116.2024.2310673","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
General educators’ perceptions of struggling learners in an inaugural project-based learning Capstone
Following participation in an inaugural year-end project-based learning (PBL) ‘Capstone’, teachers in a Catholic middle school were interviewed as a focus group for their reflections on the perform...
期刊介绍：
The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges. Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education. The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is upon the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.
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