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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 21 to 22 of 22 (0.072 seconds)Spelling suggestions: "subject:"exclusionary"" "subject:"inclusion""
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Creative financing & strategies for mixed-income transit oriented development in Dallas, TexasPartovi, Lauren Neda 12 December 2013 (has links)
This study evaluates the current environment for mixed-income transit oriented
development along DART rail within the city limits of Dallas. A close look at income
and racial disparity is used as the foundation for advocating for a more proactive and
aggressive approach to the development of affordable units proximate to affordable
transportation choices. Assembling financing for mixed-income TOD projects is
especially challenging, and multiple layers of federal, state, and city funding mechanisms
are required for achieving the capital requirements of the development. Both typical
affordable housing funding methods and new and nontraditional funding methods for
multifamily housing were researched and evaluated with the intention to propose
possibilities for catalyzing development in DART station areas within the City of Dallas
that have, to this point, experienced underdevelopment. / text
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| 22 |
Survey of South African expatriate teacher attitudes towards inclusive education in private and international schools in OmanMobara, Soraya 02 1900 (has links)
Inclusive education is an international philosophy that places emphasis on the provision of special education services to students with special learning needs within regular classrooms. Teachers, regardless of where in the world they are, require positive attitudes to engage in discussions, adapt curricula, develop strategies and acquire the necessary knowledge and skills for the implementation of inclusionary practices. The aim and rationale for this study was to explore the attitudes of South Africans as expatriates in a foreign country (Oman) at schools where inclusion was recently implemented but where little research was conducted in the area. In addition, the purpose was also to gain more knowledge about the elements that may influence teacher attitudes towards inclusion.
A quantitative approach was employed and an online questionnaire was used to obtain data. The small sample (N=35) limited findings to descriptive statistics only. The study revealed that most teachers held positive attitudes towards the fundamental principles of inclusive education but teachers held negative attitudes towards the practical implementation of inclusion within classrooms. Teachers who received training were more positive to supporting inclusion. Male teachers expressed greater negativity than female teachers towards inclusionary practices in schools but then male teachers were more supportive and willing to undertake training, engage in teacher support and work collaboratively. Teachers teaching older groups of students appear to be less knowledgeable and less prepared or equipped to deal with inclusion. Teachers with less teaching experience held more positive attitudes towards inclusive education.
Recommendations were made to provide suggestions of ways to eliminate and discourage negative attitudes and research based recommendations for future research were listed. / Inclusive Education / M. Ed. (Inclusive Education)
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