{"title":"知己知彼：学校教育工作者如何应对贫困地区和非贫困地区全纳教育的挑战","authors":"Tara Walker, Elise Burbidge, Emily Arden-Close, Constantina Panourgia","doi":"10.1080/13603116.2024.2309870","DOIUrl":null,"url":null,"abstract":"Inclusive classrooms have become a focus in mainstream education in recent years. However, challenges for educators are often overlooked. This study utilised an exploratory, qualitative research ap...","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"3 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas\",\"authors\":\"Tara Walker, Elise Burbidge, Emily Arden-Close, Constantina Panourgia\",\"doi\":\"10.1080/13603116.2024.2309870\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Inclusive classrooms have become a focus in mainstream education in recent years. However, challenges for educators are often overlooked. This study utilised an exploratory, qualitative research ap...\",\"PeriodicalId\":48025,\"journal\":{\"name\":\"International Journal of Inclusive Education\",\"volume\":\"3 1\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-02-21\",\"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/10.1080/13603116.2024.2309870\",\"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/10.1080/13603116.2024.2309870","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}
Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas
Inclusive classrooms have become a focus in mainstream education in recent years. However, challenges for educators are often overlooked. This study utilised an exploratory, qualitative research ap...
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.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
