Paul Meng
Biographic Data
| ID | 9722611 |
|---|---|
| NAME | Paul Meng |
| GIVEN NAMES | Paul |
| FAMILY NAME | Meng |
| SIGNATURE | MENG P |
| AFFILIATIONS | University of Hawaiʻi at Mānoa |
| ORCID | 0000-0002-0278-2996 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Preparing for Inclusive Education
This preliminary study developed and implemented a survey examining special education faculty’s beliefs, perceptions, and self-efficacy regarding inclusive education for students with mild-to-moderate support needs (MMSN) and extensive support needs (ESN). Ten faculty members from a special education department in Hawai’i were surveyed. Results revealed strong support for inclusive practices but highlighted disparities in confidence and perceptio…
Using stakeholder feedback to improve online professional development opportunities
Traditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effe…
No prominent works on this page.
Using stakeholder feedback to improve online professional development opportunities
Traditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effe…
Preparing for Inclusive Education
This preliminary study developed and implemented a survey examining special education faculty’s beliefs, perceptions, and self-efficacy regarding inclusive education for students with mild-to-moderate support needs (MMSN) and extensive support needs (ESN). Ten faculty members from a special education department in Hawai’i were surveyed. Results revealed strong support for inclusive practices but highlighted disparities in confidence and perceptio…
Faculty Development (2 works) · Professional development (2 works) · Business (1 work) · Collaborative Teaching and Inclusion (1 work) · Computer Science (1 work) · Education Discipline and Inequality (1 work) · Educational Assessment and Improvement (1 work) · Evaluation and Performance Assessment (1 work) · Knowledge management (1 work) · Mainstreaming (1 work)