Cristina Fernández Conde
Biographic Data
| ID | 5167336 |
|---|---|
| NAME | Cristina Fernández Conde |
| GIVEN NAMES | Cristina Fernández |
| FAMILY NAME | Conde |
| SIGNATURE | CONDE C F |
| AFFILIATIONS | University of Calgary |
| ORCID | 0000-0001-6421-8816 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what …
Plagiarism
This mixed methods case study investigated faculty perspectives and practice around plagiarism in a Western Canadian faculty of education. Data sources included interviews, focus groups, and a survey. Findings showed that participants (N = 36) were disinclined to follow established procedures. Instead, they tended to deal with plagiarism in informal ways without reporting cases to administration, which resulted in a disconnect between policy and …
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Plagiarism
This mixed methods case study investigated faculty perspectives and practice around plagiarism in a Western Canadian faculty of education. Data sources included interviews, focus groups, and a survey. Findings showed that participants (N = 36) were disinclined to follow established procedures. Instead, they tended to deal with plagiarism in informal ways without reporting cases to administration, which resulted in a disconnect between policy and …
Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what …
Political science (2 works) · Psychology (2 works) · Academic integrity and plagiarism (1 work) · Art (1 work) · Behavioral and Psychological Studies (1 work) · Disability Education and Employment (1 work) · Down syndrome and intellectual disability research (1 work) · Empirical evidence (1 work) · Empirical research (1 work) · Humanities (1 work)