Köpfer, A. & Tan, R., feb.-2023, International Perspectives on Exclusionary Pressures in Education. Done, E. J. & Knowler, H. (uitgave). Palgrave Macmillan Cham, blz. 279–294

Onderzoeksoutput › › peer review

Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany

Tan, R., Lichtblau, M., Wehmeier, C. & Werning, R., 2022, In: European Journal of Special Needs Education. 37, 6, blz. 994-1008 15 blz.

Onderzoeksoutput › › peer review

Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools

Tan, R., Schwab, S. & Perren, S., 2022, In: International Journal of Early Years Education. 30, 2, blz. 463-477 15 blz.

Onderzoeksoutput › › peer review

Eine Reise, die gerade erst beginnt: frühkindliche Inklusion in China

Tan, R., 1-jul.-2021, In: Menschen.:Zeitschrift für gemeinsames Leben, Lernen und Arbeiten. 2021, 3/4, blz. 76-78 3 blz.

Onderzoeksoutput › › peer review

Exploring Successful Inclusive Practice in China: An Inclusive Public Kindergarten in Shanghai

Tan, R., 25-jan.-2021, Handbuch Inklusion international / International Handbook of Inclusive Education: Globale, nationale und lokale Perspektiven auf Inklusive Bildung / Global, National and Local Perspectives. Köpfer, A., Powell, J. J. W. & Zahnd, R. (uitgave). Verlag Barbara Budrich, blz. 313-328 16 blz.

Onderzoeksoutput › › peer review

A dialogue between the south and the north on early childhood inclusion: from teachers' perspective

Tan, R., Rothe, A. & Devarakonda , C., 27-aug.-2020.

Onderzoeksoutput ›

An introduction to early childhood inclusion in China: from policies to practices

Tan, R., 2020, (Unpublished).

Onderzoeksoutput ›

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