General educators’ perceptions of struggling learners in an inaugural project-based learning Capstone

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Inclusive Education Pub Date : 2024-01-31 DOI:10.1080/13603116.2024.2310673

Haerin Park, David Scanlon

引用次数: 0

Abstract

Following participation in an inaugural year-end project-based learning (PBL) ‘Capstone’, teachers in a Catholic middle school were interviewed as a focus group for their reflections on the perform...

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普通教育工作者对首届项目式学习 "毕业设计 "中学习困难学生的看法

在参加了首次年终项目式学习（PBL）"顶点 "之后，一所天主教中学的教师作为焦点小组接受了访谈，以了解他们对项目式学习的反思。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Inclusive Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.50

自引率

9.10%

发文量

期刊介绍： The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges. Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education. The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is upon the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.