Multidimensional Classroom Support to Inclusive Education Teachers in Beijing, China
Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Rele...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Wang, Yan [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015 |
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| Rechteinformationen: |
Nutzungsrecht: © 2015 Taylor & Francis 2015 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: International journal of disability, development and education - Abingdon : Routledge, Taylor & Francis Group, 1989, 62(2015), 6, Seite 644-16 |
|---|---|
| Übergeordnetes Werk: |
volume:62 ; year:2015 ; number:6 ; pages:644-16 |
| Links: |
|---|
| DOI / URN: |
10.1080/1034912X.2015.1077937 |
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OLC1963150007 |
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| 520 | |a Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is even more limited. To address this gap, our study developed and validated a multidimensional classroom support model conducive to teachers' inclusive education practices. Data were drawn from our large-scale survey with inclusive education teachers in Beijing. Further analyses were conducted to compare different dimensions within the classroom support model. Drawing insights from the results, we provide some recommendations for practice and research. | ||
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10.1080/1034912X.2015.1077937 |
| dewey-full |
150 370 |
| title_sort |
multidimensional classroom support to inclusive education teachers in beijing, china |
| title_auth |
Multidimensional Classroom Support to Inclusive Education Teachers in Beijing, China |
| abstract |
Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is even more limited. To address this gap, our study developed and validated a multidimensional classroom support model conducive to teachers' inclusive education practices. Data were drawn from our large-scale survey with inclusive education teachers in Beijing. Further analyses were conducted to compare different dimensions within the classroom support model. Drawing insights from the results, we provide some recommendations for practice and research. |
| abstractGer |
Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is even more limited. To address this gap, our study developed and validated a multidimensional classroom support model conducive to teachers' inclusive education practices. Data were drawn from our large-scale survey with inclusive education teachers in Beijing. Further analyses were conducted to compare different dimensions within the classroom support model. Drawing insights from the results, we provide some recommendations for practice and research. |
| abstract_unstemmed |
Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is even more limited. To address this gap, our study developed and validated a multidimensional classroom support model conducive to teachers' inclusive education practices. Data were drawn from our large-scale survey with inclusive education teachers in Beijing. Further analyses were conducted to compare different dimensions within the classroom support model. Drawing insights from the results, we provide some recommendations for practice and research. |
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| title_short |
Multidimensional Classroom Support to Inclusive Education Teachers in Beijing, China |
| url |
http://dx.doi.org/10.1080/1034912X.2015.1077937 http://www.tandfonline.com/doi/abs/10.1080/1034912X.2015.1077937 |
| remote_bool |
false |
| author2 |
Mu, Guanglun Michael Wang, Zhiqing Deng, Meng Cheng, Li Wang, Hongxia |
| author2Str |
Mu, Guanglun Michael Wang, Zhiqing Deng, Meng Cheng, Li Wang, Hongxia |
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130864587 |
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| doi_str |
10.1080/1034912X.2015.1077937 |
| up_date |
2024-07-04T05:05:07.822Z |
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