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A Phenomenological Analysis of the Views on Co-Teaching Applications in the Inclusion Classroom.

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dc.contributor.authorGÜRGÜR, HASAN
dc.contributor.authorYıldız Uzuner
dc.contributor.orcid0000-0002-4016-4048
dc.contributor.orcid0000-0001-6477-2593
dc.date.accessioned2025-11-13T09:30:32Z
dc.date.issued2010-01-01
dc.identifier.endpage331
dc.identifier.issn1303-0485
dc.identifier.issue1
dc.identifier.openalexW2122726757
dc.identifier.startpage311
dc.identifier.urihttps://hdl.handle.net/11421/1352
dc.identifier.urihttp://files.eric.ed.gov/fulltext/EJ882729.pdf
dc.identifier.volume10
dc.language.isoen
dc.relation.ispartofEducational Sciences Theory & Practice
dc.rightsopenAccess
dc.subjectInclusion (mineral)
dc.subjectMathematics education
dc.subjectPsychology
dc.subjectPedagogy
dc.subjectAction research
dc.subjectMainstreaming
dc.subjectScope (computer science)
dc.subjectSpecial education
dc.subjectComputer science
dc.subject.sdg4
dc.titleA Phenomenological Analysis of the Views on Co-Teaching Applications in the Inclusion Classroom.
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5026966352

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