{"title":"探索科索沃教师对全纳教育的经验、态度、实践和关注:现象学研究","authors":"Donika Koliqi, Naser Zabeli, Kushtrim Koliqi","doi":"10.18848/2327-0020/cgp/v23i02/67-91","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":53500,"journal":{"name":"International Journal of Diversity in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring Experiences, Attitudes, Practices, and Concerns of Kosovo Teachers toward Inclusive Education: A Phenomenological Study\",\"authors\":\"Donika Koliqi, Naser Zabeli, Kushtrim Koliqi\",\"doi\":\"10.18848/2327-0020/cgp/v23i02/67-91\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":53500,\"journal\":{\"name\":\"International Journal of Diversity in Education\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Diversity in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18848/2327-0020/cgp/v23i02/67-91\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Diversity in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18848/2327-0020/cgp/v23i02/67-91","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
期刊介绍:
The International Journal of Diversity in Education compares strategies for negotiating cultural differences in the classroom, from the micro-dynamics of pedagogy, to the agendas of curriculum and assessment.