Social Status of Students with Developmental Difficulties in the Classroom from the Perspective of the Vocational School Teachers
The goal of the research was to get an insight into teachers' perceptions of the social status of students with developmental difficulties in the classroom, as well as their views on the factors influencing that status. The sample consisted of 50 teachers teaching different school subjects in s...
Saved in:
Main Author: | Milja B. Vujačić (Author) |
---|---|
Format: | Book |
Published: |
University of Belgrade, Teacher Education Faculty,
2024-10-01T00:00:00Z.
|
Subjects: | |
Online Access: | Connect to this object online. |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Similar Items
-
The Sense of Belonging in School from the Perspective of Students with Developmental Difficulties
by: Vesna S. Radovanović, et al.
Published: (2021) -
School Climate as a Factor of Educational Effectiveness of Schools - Secondary Data Analysis from TIMSS 2015 Study
by: Milja B. Vujačić, et al.
Published: (2020) -
Empowering Education: Exploring Teachers' Classroom Practices in Vocational Schools
by: Teuku Zulfikar, et al.
Published: (2020) -
Vocational High School Student Problems: Investigating School Climate and Career Decision-Making Difficulty
by: Anissa Lestari Kadiyono, et al.
Published: (2023) -
STRENGTHS AND DIFFICULTIES OF NATIVE AND NON-NATIVE SPEAKING ENGLISH TEACHERS: PERSPECTIVES FROM THE ENGLISH LANGUAGE CLASSROOM IN ISRAEL
by: ELIZABETH KARVONEN, et al.
Published: (2013)