Teachers on perceived traits and academic achievements of regular pupils and pupils with special needs in mainstream primary schools

By Lesar Irena   Čuk Ivan   Peček Mojca  

Teachers and Teaching: Theory and Practice, Vol. 20, Iss. 3, 2014-05 ,pp. : 358-374

Routledge Ltd

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The impact of organizational climate on burnout among homeroom teachers and special education teachers (full classes/individual pupils) in mainstream schools

By Lavian Rivka Hillel  

Teachers and Teaching: Theory and Practice, Vol. 18, Iss. 2, 2012-04 ,pp. : 233-247

Routledge Ltd

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Teachers and tests: assessing pupils' reading achievement in primary schools

By Johansson Stefan   Myrberg Eva   Rosén Monica  

Educational Research and Evaluation, Vol. 18, Iss. 8, 2012-11 ,pp. : 693-711

Routledge Ltd

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How can pupil voice inform planning and support for pupils in mainstream schools and what impact does it have on teachers' actions?

By Gilchrist Bridget  

Good Autism Practice (GAP), Vol. 13, Iss. 2, 2012-10 ,pp. : 48-61

The British Institute of Learning Disabilities

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Specialist support services received by pupils in special (SLD) schools in England: level of support received and head teachers' perceptions of usefulness

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The SLD Experience, Vol. 65, Iss. 1, 2013-03 ,pp. : 14-20

The British Institute of Learning Disabilities

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