Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument

Goldan J, Schwab S (2018)
International Journal of Inclusive Education: 1515270.

Zeitschriftenaufsatz | E-Veröff. vor dem Druck | Englisch
 
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Autor*in
Goldan, JankaUniBi; Schwab, Susanne
Stichworte
Arts and Humanities (miscellaneous); Education
Erscheinungsjahr
2018
Zeitschriftentitel
International Journal of Inclusive Education
Art.-Nr.
1515270
ISSN
1360-3116
eISSN
1464-5173
Page URI
https://pub.uni-bielefeld.de/record/2942276

Zitieren

Goldan J, Schwab S. Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument. International Journal of Inclusive Education. 2018: 1515270.
Goldan, J., & Schwab, S. (2018). Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument. International Journal of Inclusive Education, 1515270. doi:10.1080/13603116.2018.1515270
Goldan, J., and Schwab, S. (2018). Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument. International Journal of Inclusive Education:1515270.
Goldan, J., & Schwab, S., 2018. Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument. International Journal of Inclusive Education, : 1515270.
J. Goldan and S. Schwab, “Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument”, International Journal of Inclusive Education, 2018, : 1515270.
Goldan, J., Schwab, S.: Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument. International Journal of Inclusive Education. : 1515270 (2018).
Goldan, Janka, and Schwab, Susanne. “Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument”. International Journal of Inclusive Education (2018): 1515270.

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