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Dissertations / Theses on the topic 'Regular teachers'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Roach, Amanda Janelle. "Teacher burnout special education versus regular education /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.

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2

Pick-Bowes, Bethenie A. "Regular education teachers' concerns regarding students with disabilities in the regular education classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pickbowesb.pdf.

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3

Absher, Grace Selarde. "Circumstances and Experiences of Regular and Special Education Teachers in Inclusion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7452.

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Implementation of federally mandated classroom inclusion of students with disabilities (SWDs) in the United States is inconsistent. Research has been limited on how teachers implement inclusion in classrooms, which has prevented systemwide improvements of inclusion practices. The purpose of this basic qualitative study was to describe the circumstances and experiences of regular and special education teachers in 3rd to 6th grade inclusion classes. The theory of organizational learning served as the conceptual framework for the study. Data were collected in interviews with 7 regular education t

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4

Kaisler, Rebecca J. "Teachers' attitudes toward inclusion in the regular classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/RKaisler2006.pdf.

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Taylor, Tracy. "Gifted Students: Perceptions and Practices of Regular Class Teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1933.

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The purpose of this research was to examine provision of differentiated learning experiences for gifted students in regular classes in Western Australian primary schools. Specifically, it was intended to explore differentiation strategies used with gifted students, issues faced by teachers in their efforts to provide for their gifted students, and teachers’ suggestions on solutions for these issues. Presently reality in Western Australia is that gifted primary students spend at least 90% of their time at school in regular classes. Therefore, the regular class teacher’s role in implementing app

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6

Olinger, Becky Lorraine. "Elementary Teachers’ Perspectives of Inclusion in the Regular Education Classroom." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1179.

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The purpose of this qualitative study was to examine regular education and special education teacher perceptions of inclusion services in an elementary school setting. In this phenomenological study, purposeful sampling techniques and data were used to conduct a study of inclusion in the elementary schools. In-depth one-to-one interviews with 8 participants were conducted using semistructured format. The 2 research questions were focused on perceptions regarding the practice of inclusion in an elementary school setting, the effectiveness of inclusion, the supports that facilitate inclusion pro

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Angstadt, Susan L. "Attitudes of elementary teachers toward the inclusion of students with disabilities in the regular classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002.<br>Typescript. Abstract precedes thesis as 2 preliminary leaves. Source: Masters Abstracts International, Volume: 45-06, page: 2769. Includes bibliographical references (leaves 57-60).

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8

Myers, Mindy D. Mrs. "Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2266.

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The purpose of this study was to explore regular education teachers’ perceptions of inclusion. The participants of this study were K-12 regular education teachers located in Tennessee’s First region. Specifically, this research explored (1) perceptions of the impact of inclusion on instructional strategies, (2) perceived level of preparedness to effectively teach students with disabilities (3) professional development needs of regular education teachers instructing students with disabilities, and (4) collaborative relationships between regular and special educators. The data sources analyzed c

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Bruner, Whitney L. "Response to Intervention: K-8 Regular Education Teachers' Perceptions of Effectiveness." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3126.

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The purpose of this quantitative study was to investigate the perceptions K-8 regular education teachers have of the Response to Intervention framework. Participants of the study included 1,036 K-8 regular education teachers from 4 East Tennessee districts. The survey achieved a 28% return rate for a total of 277 participants. Specifically, this research assessed K-8 regular education teachers’ perceptions of the effectiveness of the RTI framework overall, in aiding in the accurate identification of students with learning disabilities, closing skills gaps for students, and in aiding in the ear

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10

Brown-Oyola, Janice Lorraine. "The Difference in Attitudes of Regular and Special Education Teachers Toward Inclusion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3241.

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Inclusion has been introduced throughout the educational community as a method to increase math and reading scores of underachieving schools on standardized tests. The problem was that teachers were not effectively implementing inclusion. Guided by Bandura's (1994) self-efficacy theory, which hypothesizes that a person's sense of efficacy provides information of their capability and the ability to assess their performance, the purpose of this quantitative quasi-experimental study was to determine if there was a significant difference in attitudes on inclusion between regular and special educat

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Showalter-Barnes, Kimberly. "The attitudes of regular education teachers regarding inclusion for students with autism." ScholarWorks, 2008. http://scholarworks.waldenu.edu/dilley/13.

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This study addressed the problem of students with autism being placed in regular education classrooms and the lack of support of regular educators toward this practice. This research study was based upon the theoretical construct of attitude. Attitude is an important concept related to inclusion as teacher expectations and attitude affect student performance. This research study examined teacher attitude toward inclusion of students with autism based upon years of teaching experience, current teaching placement, gender, previous experience with inclusion, and amount of training regarding autis

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Lopez, Jose Luis. "General Education Teachers' Perceptions of Supporting English Language Learners in Regular Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6057.

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The number of culturally and linguistically diverse students at an urban elementary school in a southern state has greatly increased since the 2014-2016 school year. Corresponding low state achievement test scores have also been observed for English language learners (ELLs). The purpose of this study was to investigate the instructional strategies that general education teachers implement in their classrooms to support the academic needs of ELLs and teachers perceptions of their own abilities to instruct ELLs. The conceptual framework for this study was Bandura's theory of self-efficacy. The c

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13

Dempsey, Mary Ann. "The effect of role perception of regular and special education teachers on job satisfaction /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259125220022.

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Doerfert, David Lawrence. "Performance of regular and industry-prepared vocational education teachers in Ohio on the National Teacher Exam core battery tests /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671640054521.

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15

Coburn, Leslie D'Ann. "An Examination of Regular Education Elementary Teachers' Attitudes Toward Students with Emotional/Behavioral Disorders." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279382/.

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This study examined the attitudes of regular education teachers at the elementary school level, toward mainstreaming students with emotional/behavioral disorders (E/BD) and identified variables which were correlated with those attitudes.

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Al-Ahmadi, Nsreen A. "Teachers' perspectives and attitudes towards integrating students with learning disabilities in regular Saudi public schools." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371476.

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Johnson, Glenda B. Wheeler Pamela H. Caldwall Thomas E. "Attitudes held by regular and special educators toward students with mild disabilities and their relationship on students' self-esteem and academic achievement." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507284.

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Thesis (Ed. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed March 17, 2006. Dissertation Committee: Pamela Wheeler, Thomas Caldwell (co-chairs), Lanny Morreau, Jerome Tillman, Ramesh Chaudhari. Includes bibliographical references (leaves 83-93) and abstract. Also available in print.

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Christensen, Nyssa Jane. "Stress levels of mainstream teachers with students on negotiated education plans compared to stress levels of teachers with regular students /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09HS/09hsc5545.pdf.

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Moen, Heidi Marie. "Regular and special education teachers' standards for the behaviour of students with behaviour disorders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0004/MQ59760.pdf.

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Sharpe, Christopher. "A comparison of burnout among honors, regular education, and special education K-8 teachers." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258115.

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<p> This study employed a quantitative, ex-post facto non-experimental design to examine the effect of whether teaching honors, regular, or special education classes in either an elementary or middle school setting influenced the experience of teacher burnout. Participants included 69 teachers from two counties in a Southern state. The study survey consisted of one measure: Maslach Burnout Inventory – Educator Survey (MBI-ES). A multivariate analysis of variance (MANOVA) revealed that there was no significant main effect for both teacher specialty and grade-level taught in regard to the

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Adams, Jarrod G. "Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1125.

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The purpose of this quantitative study was to investigate the perceptions regular education teachers have of the Response to Intervention framework and the Progress Monitoring Process. Participants of the study included 246 K-3 regular education teachers from 4 Northeast Tennessee school systems. The survey achieved a 42% return rate for a total of 104 participants. Specifically, this research assessed K-3 regular education teachers’ perceptions of the RTI framework as a whole, their perceptions of the progress monitoring process, their perceptions of their readiness to implement an RTI framew

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Arias, Gallegos Walter Lizandro, and Barrios Noelia Araceli Jiménez. "Burnout syndrome in educators of regular basic education from Arequipa." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117852.

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In the present we expose the results of the study about burnout syndrome incidence in a sample of 233 educators (127 male and 106 female) with an age range among 20 and 65 years old, who work in public and private schools in Arequipa City. The Maslach Burnout Inventory for Educators was applied and the results show that 93,7% of male educators has a moderate level of burnout and 6,3% has a severe level, meantime 91,5% of female teachers has a moderate level and 7,5% has a severe level of burnout. Major percentage of male teachers has higher punctuations in exhaustion, cynicism and inefficacy;

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Kunz, Emily Ann Hales. "Secondary Mathematics Teachers' Mindsets." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8691.

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Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathemati

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Sibley, Betty J. Wheeler Pamela H. Stearns Keith E. "The effects of an inservice training program on the attitudes of regular educators toward mainstreamed students with disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603522.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 5, 2006. Dissertation Committee: Pamela H. Wheeler, Keith E. Stearns (co-chairs), Jeffrey B. Hecht, Ming Gon-Lian, R. Kay Moss. Includes bibliographical references (leaves 65-74) and abstract. Also available in print.

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Boldman, Denise Ann. "The Relationship Between Multicultural Beliefs and Practices of Elementary Teachers in Regular and Gifted Classrooms /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487929230742881.

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Hawke, Michael Francis. "THE PROBLEMS, BENEFITS, AND RECOMMENDATIONS FOR IMPROVEMENT OF SECONDARY SUBSTITUTE TEACHING AS PERCEIVED BY ADMINISTRATORS, REGULAR CLASSROOM TEACHERS, SUBSTITUTE TEACHERS AND STUDENTS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184241.

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This descriptive study was undertaken for the purpose of identifying the problems, benefits, and recommendations for improving secondary substitute teaching as perceived by administrators, regular teachers, substitute teachers, and students. Participants in the study included the total populations of administrators, regular teachers, substitute teachers, and students of the four secondary schools in a southwestern school district. The objectives of the study were to identify the perceptions of these groups regarding their views of the problems and benefits associated with substitute teaching a

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Hoffman, Karen J. Lugg Elizabeth T. "Inclusion secondary teacher attitudes toward inclusion of special needs students into regular classrooms /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398241&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309867&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.

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Leong, Koay Teng. "A study of the attitudes and perceptions of learning assistance and regular teachers towards inclusive education /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17782.pdf.

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Knight, Jonathan K. "The relationship between perceived organizational support and teachers' sense of efficacy in regular and alternative schools." Thesis, University of Arkansas at Little Rock, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587620.

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<p> The investigator in the study compared traditional middle and high school teachers to alterative teachers regarding the perceived organizational support, self-efficacy, and retention. The purpose of the study was to determine if there was a difference in the level of self-efficacy between alternative school teachers and traditional school teachers. The researcher also examined the relationships between Perceived Organization Support and teacher self-efficacy between alternative school teachers and traditional school teachers. It was also examined whether alternative teachers perceived th

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Law, Yu-hang Winifred, and 羅汝珩. "Instructional strategies for children with learning difficulties in the regular secondary classrooms: views ofsecondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958758.

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Nosal, Katie S. "Regular education teachers' and special education providers' perceptions of the future role of the school psychologist." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998nosalk.pdf.

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McNally, Rory. "Regular teachers' attitudes to the need for additional classroom support for integrated students with intellectual disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1355.

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The purpose of this study was to examine regular classroom teachers' attitudes to additional classroom support, both physical and personnel, for students with mild and severe intellectual disabilities who may be integrated into regular classrooms. The concerns of the regular classroom teachers with regard to the successful inclusion of students with intellectual disabilities are certainly merit addressing. As the regular classroom teachers are largely responsible for the education of these integrated students, it is worthwhile to examine their perceived support levels in relation to integrated

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Vera, Rebeca Franciele. "A formação continuada do professor coordenador na rede pública estadual paulista de ensino regular /." Araraquara, 2017. http://hdl.handle.net/11449/150136.

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Orientador(a): Maria José da Silva Fernandes<br>Banca: Luiz Carlos Gesqui<br>Banca: Silvia Regina Ricco Lucato Sigolo<br>Resumo: No contexto escolar, o Professor Coordenador (PC) é responsável legalmente por atividades de diferentes naturezas, tais como pedagógica, organizacional, de monitoramento e controle de desempenho dos alunos. Para o desenvolvimento de suas atividades, faz-se necessário que ele tenha uma formação sólida. Partindo do pressuposto de que a formação inicial não possibilita o conhecimento das especificidades da função e nem a plena realização das suas atribuições, esta pesqu

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Law, Yu-hang Winifred. "Instructional strategies for children with learning difficulties in the regular secondary classrooms : views of secondary school teachers /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16121569.

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Young, K'Leis H. "Training Seminars for Regular Education Teachers: Preparing to Teach Students who are Deaf in the Hearing Classroom." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/2516.

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"Increased numbers of children who bear the medical label 'deaf' or 'hard of hearing' are being integrated today into regular classes with their hearing peers in preschool, elementary and secondary schools of the United States" (Northcott, 1980, p. 1). Luckner (1992) related that approximately 79% of deaf and hard of hearing students have been served in mainstream settings. Regular education teachers were being asked to educate students who are deaf and hard of hearing with those who have no hearing difficulty. Deaf students who are mainstreamed may find difficulty fitting in if regular educat

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Liu, Ren-Hao, and 劉人豪. "Regular Classroom Teachers." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/08694280178752573841.

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Chung, Pei-Chen, and 鍾珮晨. "The Study of Mathematical Belief of Both Regular Class Teachers and Resource Teachers." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/61349325213349972625.

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碩士<br>國立彰化師範大學<br>特殊教育學系在職進修專班<br>91<br>The Study of Mathematical Belief of Both Regular Class Teachers and Resource Teachers The purpose of this study is to understand the beliefs of math teachers both in teaching regular classes and resource classes. Those beliefs are the basic concept in Math, teaching Method of Mathematics, Math learning, learning difficulties in Math, and Math teaching problem solving. The research methods were survey and interviews. The first phase of the subjects studied in this research was the teachers of resource classes in Taic

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Su, Yen-Hua, and 蘇燕華. "Challenges of Inclusive Education: Experiences from Regular Classroom Teachers." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/59215910320630292264.

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碩士<br>國立臺灣師範大學<br>特殊教育研究所<br>88<br>The purpose of this study was to explore the regular classroom teachers'''' experiences and perspectives toward "inclusive education." Data were collected through in-depth interviews with twelve elementary school regular classroom teachers. The major findings of this study were as follows: 1. Teachers expressed different reactions upon having disabled students in the class. Some accepted the assignment based on their training background, related experiences and humanity concerns. Some teachers objected to the assignment for reason

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Ho, Hsin-hsien, and 何鑫憲. "Elementary School Teachers’ Regular Exercise Behavior and Relative Factors in Regular Exercise Behavior -- in Tainan County." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/97056469478474907211.

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碩士<br>國立臺南大學<br>體育教育學系<br>92<br>The purpose of this study is to understand the elementary school teachers’regular exercise behavior, and to discuss the correlations among the regular exercise behavior, its background factors, exercise self-effects, expectancy of the result brought by exercise and society support in exercise. I selected teachers in Tainan County as the population and use the stratified random sampling as the survey method. With the questionnaires, there are 529 effective samples. The answer rate of the questionnaires is 87.29%. The data gathered from the survey is inter

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Hsu, Wen-Ying, and 許雯瑛. "A Comparison Study of Teachers' Beliefs Between Resource Room Teachers and Regular Class Teachers in Junior High Schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/13177786131993579924.

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碩士<br>國立彰化師範大學<br>特殊教育學系所<br>93<br>A Comparison Study of Teachers’ Beliefs Between Resource Room Teachers and Regular Class Teachers in Junior High Schools Wen-Ying Hsu Abstract The purpose of this study was to investigate the differences of teachers’ beliefs about resource program between resource room teachers and regular class teachers. The instrument used in this study was “Belief Questionnaire for Teachers in Junior High Schools” developed by the researcher. The subjects of this study were 400 teachers including resource room teachers and regular class teachers from three counties in ce

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Lee, Chia-Jung, and 李佳蓉. "Regular Class Teachers’ Role Expectation and Teaching Support Needs toward Resource Room Teachers in Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/25759264884051323128.

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碩士<br>臺北市立大學<br>特殊教育學系<br>104<br>The purpose of this research was to discuss about the regular class teachers’ role expectation and teaching support needs toward resource room teachers in elementary school. The Questionnaire survey procedure was applied, and the research targets were regular class teachers in elementary school with implementation of inclusive education. Using the self-made teaching materials “The regular class teachers’ role expectation and support needs toward resource room teachers” as the research tool. The recycling rate of Questionnaires were 97% and the usable rate was 9

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LIN, SHU-YI, and 林淑儀. "Investigation Study of Collaboration Status between Regular Class Teachers and Resource Room Teachers in Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/67956944639692763462.

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碩士<br>國立臺中教育大學<br>特殊教育學系碩士在職專班<br>98<br>This study was aimed to investigate the current situations of collaboration between the regular class teachers(RCTs) and the resource room teachers(RRTs) and how different background factors of both RCTs and RRTs (including gender, seniority, special education background, teaching history, student ages, class scale, and personal administrative experiences) affect the way they cooperate with each others in terms of teachers' attitudes, implementation situations, difficulties and causes. The connection between teachers' attitudes towards collaboration and

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PAN, CHU-YIN, and 潘筑音. "The Research on the Differences of Work Stress between Elementary Resource Room Teachers and Regular Teachers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/23055960538464472009.

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碩士<br>中華大學<br>工業管理學系<br>104<br>The aim of this study was to investigate the status of the teachers' work stress of resource room teachers and regular class teachers in the national elementary school, analyze resource room teachers and regular class teachers Two Teacher type at the work stress difference scenario. This study adopted questionnaire to self "elementary school teacher work stress questionnaire" in the investigation as a research tool to study elementary school class teachers and teachers will be divided into four-way facets, including workload, resource room teachers in regular cla

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Lee, Hsing-Chin, and 李杏津. "The Regular-class Adaptation of Primary School Students with Cerebral Palsy in Inclusive Education – Based on the Viewpoints of Parents, Regular-class Teachers and Resource-room Teachers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/76866242239416671092.

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碩士<br>國立臺中教育大學<br>社會科教育學系碩士班<br>98<br>This study takes five primary students with cerebral palsy from the regular classes in Kaohsiung City as research objects. The qualitative research method is adopted to conduct in-depth interviews with their parents, regular-class teachers and resource-room teachers for the collection and the analysis of the research data. Three research purposes are proposed in this study. 1) Collecting the data such as the school adaptation of primary students with cerebral palsy, the problems they have encountered and their solutions from different roles. 2) Understandi

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林秀泓. "Teacher's Efficacy of Senior High School Teachers in Regular Classes─In the Case of 12-Years EPPSD." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/2fu98c.

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碩士<br>國立臺灣師範大學<br>特殊教育學系在職進修碩士班<br>96<br>The puprpose of this study was to explore teacher's efficacy of senior high school teachers in regular classes.in the case of The Twelve-Year Educational Placement Plan for students with disabilities (the 12-Years EPPSD).Questionnaire survey and descriptive methods aided with literature review surveys.were used in the study. There are 325 effective samples recollected in total. The rate of effective questionnaires is 75.45%. The questionnaire consisted of three subtests: (1) the general tacher eficacy (2) the personal teacher efficacy and （3）the persona

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楊逸飛. "Development of Collaborative Relationships Between Preschool Special-Education-Class Teachers and Regular-Class Teachers: An Action Research." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/45549518924873098455.

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周怡婷. "Investigation Study of Collaboration Relationship between Resource Room Teachers and Regular Class Teachers in Junior High School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/07886234620513146305.

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碩士<br>國立臺灣師範大學<br>特殊教育學系在職進修碩士班<br>95<br>This study aimed to investigate the attitudes and status quo of collaboration of the resource room teachers (RRTs) and the regular class teachers (RCTs) in junior high schools in order to make insights into the collaboration relationship between RRTs and RCTs and into the differences in each aspect of such relationship. The study was intended to probe into the statistical correlation between attitudes and status quo of collaboration and analyze the factors influencing the collaboration relationship. There were 284 returned valid questionnaires, the data

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Faria, Maria Fernanda. "Uma escola para todos : percepções/expectativas do professor do ensino regular, face ao perfil e trabalho do professor de educação especial." Master's thesis, 2011. http://hdl.handle.net/10400.14/11954.

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Abstract:

Esta investigação identifica as percepções e as expectativas que os Professores do Ensino Regular têm face ao perfil e ao trabalho desenvolvido pelos Professores de Educação Especial. Procedemos a uma revisão bibliográfica envolvendo a temática da Educação Inclusiva, das percepções e das expectativas dos professores e o papel que estas desempenham no atendimento das crianças em geral e das crianças consideradas com necessidades educativas especiais, em particular. Em termos de metodologia, utilizámos a técnica do questionário, tendo este sido aplicado aos Professores do Ensino regular

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Tweeter, Shane R. "Barriers to including disabled students in regular physical education." 2005. http://www.oregonpdf.org.

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"A Study on Novice Classroom Teachers' Problems with Regular and Alternative Certificates." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605479/index.pdf.

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