International Journal of
Educational Administration and Policy Studies

  • Abbreviation: Int. J. Educ. Admin. Pol. Stud.
  • Language: English
  • ISSN: 2141-6656
  • DOI: 10.5897/IJEAPS
  • Start Year: 2009
  • Published Articles: 243

Full Length Research Paper

Inclusion in public administration: Developing the concept of inclusion within a school of accounts and administration

Monica Pereira dos Santos*
  • Monica Pereira dos Santos*
  • Federal University of Rio de Janeiro, Brazil.
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Sandra Cordeiro de Melo
  • Sandra Cordeiro de Melo
  • Federal University of Rio de Janeiro, Brazil.
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Mylene Cristina Santiago
  • Mylene Cristina Santiago
  • Federal University of Rio de Janeiro, Brazil.
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Paula Nazareth
  • Paula Nazareth
  • Federal University of Rio de Janeiro, Brazil.
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  •  Received: 07 February 2017
  •  Accepted: 01 March 2017
  •  Published: 31 March 2017

How to cite this article

APA /
dos Santos, M. P., de Melo, S. C., Santiago, M. C., & Nazareth, P. (2017). Inclusion in public administration: Developing the concept of inclusion within a school of accounts and administration. International Journal of Educational Administration and Policy Studies, 9(3), 35-46.
Chicago /
Mônica Pereira dos Santos, Sandra Cordeiro de Melo, Mylene Cristina Santiago and Paula Nazareth . "Inclusion in public administration: Developing the concept of inclusion within a school of accounts and administration." International Journal of Educational Administration and Policy Studies 9, no. 3 (2017): 35-46.
MLA /
Mocirc;nica Pereira dos Santos, et al. "Inclusion in public administration: Developing the concept of inclusion within a school of accounts and administration." International Journal of Educational Administration and Policy Studies 9.3 (2017): 35-46.
DOI /
https://doi.org/10.5897/IJEAPS2017.0504
URL /
https://academicjournals.org/journal/IJEAPS/article-abstract/AC1471B63228

Copyright © 2024 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0

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