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Conceptions and Misconceptions of Inclusive Education
15 references·1 citing·31 second hop
Conceptions and Misconceptions of Inclusive Education (2005)Conceptions and Misconceptions of Inclusi…The Discovery of Grounded Theory (2017)The Discovery of Grounded The…The Discovery of Grounded Theory (2017)The Discovery of Grounded The…The Special Educational Needs Code of Practice (2003)The Special Educational Needs…Productive pedagogies and the challenge of inclusion (2003)Productive pedagogies and the…Supporting Inclusive Education (2002)Supporting Inclusive EducationSpecial Educational Needs, Inclusion and Diversity: A Textbook (2002)Special Educational Needs, In…The Special Educational Needs and Disability Act (2001)The Special Educational Needs…Enabling Inclusion: Blue Skies... Dark Clouds? (2001)Enabling Inclusion: Blue Skie…Theories of Inclusive Education: A Students' Guide (2000)Theories of Inclusive Educati…Teachers’ professional development: a solitary or collegial (ad)venture? (2000)Teachers’ professional develo…Index for Inclusion: Developing Learning and Participation in Schools. (2000)Index for Inclusion: Developi…Ideologies and utopias: education professionals' views of inclusion (2000)Ideologies and utopias: educa…Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis (1996)Teacher Perceptions of Mainst…Practices That Support Teacher Development. (1995)Practices That Support Teache…Code of practice on the identification and assessment of special educational needs (1994)Code of practice on the ident…Pre‐service teacher training and special educational needs in England 1970–2008: is government learning the lessons of the past or is it experiencing a groundhog day? (2009)Pre‐service teacher training …Case Study Research: Design and Methods (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Qualitative Data Analysis: An Expanded Sourcebook (1994)Antecedents and Consequences of Teacher Organizational and Professional Commitment (2002)The collaborative apprenticeship model: Situated professional development within school settings (2005)Teachers’ critical incidents: Ethical dilemmas in teaching practice (2010)Building inclusive education on social and emotional learning: challenges and perspectives – a review (2009)Stories from school: dyslexia and learners' voices on factors impacting on achievement (2010)The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs (2012)The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)Qualitative Analysis for Social Scientists (1987)Grounded theory research: Procedures, canons, and evaluative criteria (1990)Inclusive education: a critical perspective (2003)Educational psychology and the effectiveness of inclusive education/mainstreaming (2007)Specific language impairment: a convenient label for whom? (2014)Developing inclusive education systems: the role of organisational cultures and leadership (2010)Exploring inclusive pedagogy (2010)Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education (2014)A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority (2000)Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research (2007)Designing Professional Development That Works. (2000)Factors affecting teachers’ participation in professional learning activities (2003)Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms (2008)Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research (2010)Using the framework method for the analysis of qualitative data in multi-disciplinary health research (2013)Making sense of the development of inclusive practices (2003)Index for Inclusion: Developing Play, Learning and Participation in Early Years and Childcare. (2006)What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015)Mothers of children and adolescents with intellectual disability: social and economic situation, mental health status, and the self‐assessed social and psychological impact of the child's difficulties (2003)Pupils' views on inclusion: moderate learning difficulties and bullying in mainstream and special schools (2004)Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: Child and contextual factors (2006)
this work references cited by second hop

References

  • 2017The Discovery of Grounded Theory25,772 cited
  • 2017The Discovery of Grounded Theory8,346 cited
  • 2000Index for Inclusion: Developing Learning and Participation in Schools.1,244 cited
  • 1996Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis1,020 cited
  • 1995Practices That Support Teacher Development.799 cited
  • 2003The Special Educational Needs Code of Practice597 cited
  • 1994Code of practice on the identification and assessment of special educational needs498 cited
  • 2000Teachers’ professional development: a solitary or collegial (ad)venture?374 cited
  • 2002Supporting Inclusive Education146 cited
  • 2002Special Educational Needs, Inclusion and Diversity: A Textbook145 cited
  • 2000Ideologies and utopias: education professionals' views of inclusion138 cited
  • 2000Theories of Inclusive Education: A Students' Guide116 cited
  • 2001The Special Educational Needs and Disability Act110 cited
  • 2003Productive pedagogies and the challenge of inclusion72 cited
  • 2001Enabling Inclusion: Blue Skies... Dark Clouds?32 cited

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2009
Pre‐service teacher training and special educational needs in England 1970–2008: is government learning the lessons of the past or is it experiencing a groundhog day?
54 cited