Use and relationships among effective practices in co-taught inclusive high school classrooms

Publisher： Routledge Ltd

E-ISSN： 1464-5173|19|1|53-70

ISSN： 1464-5173

Source： International Journal of Inclusive Education, Vol.19, Iss.1, 2015-01, pp. : 53-70

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Reading and Writing in Co-Taught Secondary School Social Studies Classrooms: A Reality Check

By Zigmond Naomi  

Reading and Writing Quarterly, Vol. 22, Iss. 3, 2006-09 ,pp. : 249-268

Routledge Ltd

Access to resources Recommend Favorite

Should Intelligent Design be Taught in Public School Science Classrooms?

By Plutynski Anya  

Science and Education, Vol. 19, Iss. 6-8, 2010-06 ,pp. : 779-795

Springer Publishing Company

Access to resources Recommend Favorite

Stories for All Children: The Use of Literature in Inclusive Early Childhood Classrooms

By Zeece Pauline Davey   Graul Susan K.   Hayes Nóirín  

Early Childhood Education Journal, Vol. 31, Iss. 4, 2004-22 ,pp. : 255-260

Springer Publishing Company

Access to resources Recommend Favorite

Student Outcomes in Co-Taught Secondary English Classes: How Can We Improve?

By Murawski Wendy  

Reading and Writing Quarterly, Vol. 22, Iss. 3, 2006-09 ,pp. : 227-247

Routledge Ltd

Access to resources Recommend Favorite

‘Everything is different here …': mobilizing capabilities through inclusive education practices and relationships

By McGrath Brian  

International Journal of Inclusive Education, Vol. 10, Iss. 6, 2006-11 ,pp. : 595-614

Routledge Ltd

Access to resources Recommend Favorite