School-Based Mentoring for Professional Development of Inclusive School Teachers

Ainscow, M. (2003). Using teacher development to foster inclusive classrooms. In T. Booth, K. Nes & M. Stromstad (Eds.), Developing inclusive teacher education (pp. 15-32). London: RoutledgeFalmer.Search in Google Scholar

Bourke, P., & Carrington, S. (2007). Inclusive education reform: Implications for teacher aides. Australasian Journal of Special Education, 31(1), 15-24.10.1017/S1030011200025562Search in Google Scholar

Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19, 179-194.10.1177/105381519501900301Search in Google Scholar

Bricker, D. (2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20, 14-19.10.1177/027112140002000103Search in Google Scholar

Carrington, S., & Robinson, R. (2004). A case study of inclusive school development: A journey of learning. The International Journal of Inclusive Education, 8(2), 141-153.10.1080/1360311032000158024Search in Google Scholar

Dewey, J. (1963). Experience and education. New York: Collier Books.Search in Google Scholar

Fibkins, W. L. (2002). An administrator's guide to better teacher mentoring. Lanham, MD: Scarecrow Press.Search in Google Scholar

Florian, L. (2008). Special or inclusive education. British Journal of Special Education, 35(4), 192-254.10.1111/j.1467-8578.2008.00402.xSearch in Google Scholar

Freire, P. (1997). A response. In P. Freire, J. W. Fraser, D. Macedo, T. McKinnon & W. T. Stokes (Eds.), Mentoring the mentor. A critical dialogue with Paulo Freire (pp. 303-330). New York: Peter Lang Publishing.Search in Google Scholar

Fullan, M. (1998). Leadership for the 21st century - breaking the bonds of dependency. Educational Leadership, 55(7), 6-10.Search in Google Scholar

Hamre, B., & Oyler, C. (2004). Preparing teachers for inclusive classrooms: Learning from a collaborative inquiry group. Journal of Teacher Education, 55(2), 154-163.10.1177/0022487103261588Search in Google Scholar

Hargreaves, A. (1992). Contrived collegiality: The micropolitics of teacher collaboration. In N. Bennet, M. Crawford & C. Riches (Eds.), Managing change in education: Individual and organizational perspectives (pp. 80-94). London: Paul Chapman Publishing Ltd.Search in Google Scholar

Hargreaves, A., & Fullan, M. (2000). Mentoring in the new millennium. Theory into Practice, 39(1), 50-56.10.1207/s15430421tip3901_8Search in Google Scholar

Howes, A., Davies, S. M. B., & Fox, S. (2009). Improving the context for inclusion: Personalising teacher development through collaborative action research. London: Routledge.10.4324/9780203875131Search in Google Scholar

Jonson, K. F. (2008). Being an effective mentor: How to help beginning teachers succeed (2nd ed.). Thousand Oaks, CA: Corvin Press.Search in Google Scholar

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner (6th ed.). Burlington, MA: Elsevier.10.4324/9780080481913Search in Google Scholar

Lebeer, J., Sonnesin, G., Roth, M., & Pokorna, V. (2006). Shortlist of programs, methods and approaches that activate cognitive development: List of criteria. In J. Lebeer (Ed.), In-clues: Clues to inclusive education (pp. 67-70). Antverpen-Apeldoorn: Garant.Search in Google Scholar

Nīmante, D. (2008). Iekļaujošās izglītības izpratne Latvijā [Understanding of inclusive education in Latvia]. Proceedings of the ATEE Spring University Teacher of the 21st Century: Quality Education for Quality Teaching (pp. 433-441). Rīga: Latvijas Universitāte.Search in Google Scholar

Reason, P., & Bradbury, H. (2008). Introduction to groundings. In P. Reason & H. Bradbury (Eds.), The Sage handbook of action research: Participatory inquiry and practice (pp. 1-10). London: Sage Publications Ltd.Search in Google Scholar

Salīte, I. (2009). Ilgtspējīga izglītība demokrātijas un darbības pētījuma skatījumā [Sustainable education from the perspective of democracy and action research]. Skolotājs [Teacher], 1(73), 8-13.Search in Google Scholar

Salīte, I., Gedžūne, G., & Gedžūne, I. (2009). Educational action research for sustainability: Seeking wisdom of insight in teacher education. Journal of Teacher Education for Sustainability, 11(2), 14-30.10.2478/v10099-009-0037-ySearch in Google Scholar

Salīte, I., Mičule, I., Kravale, M., Iliško, Dz., & Stakle, A. (2007). Toward the sustainability in teacher education: Promise of action research. In A. Pipere (Ed.), Education and Sustainable Development: First Steps toward Changes (Vol. 2, pp. 263-292). Daugavpils Universitāte: Akadēmiskais apgāds "Saule".Search in Google Scholar

Schein, E. H. (2004). Organizational culture and leadership (3rd ed.). San Francisco, CA: Jossey-Bass.Search in Google Scholar

Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.10.1177/001440290707300401Search in Google Scholar

Tillman, L. C. (2005). Mentoring new teachers: Implications for leadership practice in an urban school. Educational Administration Quarterly, 41(4), 609-629.10.1177/0013161X04274272Search in Google Scholar

Vigotskis, Ļ. (2002). Domāšana un runa [Thinking and speech]. Rīga: Eve.Search in Google Scholar

Wang J., & Odell, S. J. (2002). Mentored learning to teach and standards-based teaching reform: A critical review. Review of Educational Research, 72(3), 481-586.10.3102/00346543072003481Search in Google Scholar

Wildman, T. M., Magliaro, S. G., Niles, R. A., & Niles, J. A. (1992). Teacher mentoring: An analysis of roles, activities, and conditions. Journal of Teacher Education, 43(3), 205-213.10.1177/0022487192043003007Search in Google Scholar

Zaķe, D., & Vērzemniece, L. (Eds.). (2010). Kā mācīt jēdzienus bērniem ar īpašām vajadzībām: labās prakses piemēri [How to teach concepts to children with special needs: Best practice examples]. Jēkabpils: IIC.Search in Google Scholar