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Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness Cover

Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness

Discourse and Communication for Sustainable Education
Volume 9 (2018): Issue 2 (December 2018)
By: Michele L. Stites,  Christopher R. Rakes,  Amy K. Noggle and  Sabrina Shah  
Open Access
|Jan 2019

Authors

Michele L. Stites

mstites@umbc.edu

University of Maryland Baltimore County,, Baltimore, USA

Christopher R. Rakes

Rakes University of Maryland Baltimore County,, Baltimore, USA

Amy K. Noggle

Towson University,, Towson, USA

Sabrina Shah

University of Maryland Baltimore County,, Baltimore, USA
DOI: https://doi.org/10.2478/dcse-2018-0012 | Journal eISSN: 2255-7547
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Language: English
Page range: 21 - 39
Published on: Jan 11, 2019
Published by: Daugavpils University
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year
Keywords:
inclusion,
teacher education,
special education,
students with disabilities
Related subjects:
Social sciences,
Education,
Education, other

© 2019 Michele L. Stites, Christopher R. Rakes, Amy K. Noggle, Sabrina Shah, published by Daugavpils University
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

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