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Author: Bonita Louise Staebler
Publisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 288
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Book Description
The purposes of this study were to determine the effects of level (elementary and secondary), program status (beginning, midway, and student teaching), and demongraphic variables (experience, success, college supervisor support, supervising teacher support, additional support services, and school type) on preservice teachers' attitudes toward mainstreaming. The population consisted of 91 secondary and 143 elementary preservice teachers at Western Oregon State College in Monmouth, Oregon. The instrument selected was the Attitude Toward Mainstreaming Scale. Data were collected during winter and spring of the 1983-84 school year. Approximately 220 usable questionnaires were returned. No significant difference for level was found. However, a statistical difference was found for program status. Beginning preservice teachers' attitudes differed from midway preservice teachers' attitudes. A significant predictor of positive attitudes toward mainstreaming for the total population was college supervisor support. When student teachers were considered separately, perceived degree of success was the significant predictor of positive attitudes toward mainstreaming. Three significant correlations were found. 1. Experience correlated with degree of success, supervising teacher support and additional support services. 2. College supervisor support correlated with supervising teacher support. 3. Degrees of success correlated with supervising teacher support, college supervisor support, and additional support services. Perceived degree of success was dependent on level. Elementary preservice teachers indicated higher levels of perceived degree of success than secondary preservice teachers. Experience, supervising teacher support, additional support services, and type of school were dependent on program status. Student teachers reported significantly more experience with special need students and significantly more supoprt services. Beginning preservice teachers originated from rural settings but were placed in urban areas for student teaching.
Author: Bonita Louise Staebler
Publisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 288
Get Book Here
Book Description
The purposes of this study were to determine the effects of level (elementary and secondary), program status (beginning, midway, and student teaching), and demongraphic variables (experience, success, college supervisor support, supervising teacher support, additional support services, and school type) on preservice teachers' attitudes toward mainstreaming. The population consisted of 91 secondary and 143 elementary preservice teachers at Western Oregon State College in Monmouth, Oregon. The instrument selected was the Attitude Toward Mainstreaming Scale. Data were collected during winter and spring of the 1983-84 school year. Approximately 220 usable questionnaires were returned. No significant difference for level was found. However, a statistical difference was found for program status. Beginning preservice teachers' attitudes differed from midway preservice teachers' attitudes. A significant predictor of positive attitudes toward mainstreaming for the total population was college supervisor support. When student teachers were considered separately, perceived degree of success was the significant predictor of positive attitudes toward mainstreaming. Three significant correlations were found. 1. Experience correlated with degree of success, supervising teacher support and additional support services. 2. College supervisor support correlated with supervising teacher support. 3. Degrees of success correlated with supervising teacher support, college supervisor support, and additional support services. Perceived degree of success was dependent on level. Elementary preservice teachers indicated higher levels of perceived degree of success than secondary preservice teachers. Experience, supervising teacher support, additional support services, and type of school were dependent on program status. Student teachers reported significantly more experience with special need students and significantly more supoprt services. Beginning preservice teachers originated from rural settings but were placed in urban areas for student teaching.
Author:
Publisher: BRILL
ISBN: 9004431179
Category : Education
Languages : en
Pages : 274
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Book Description
This volume brings together some thought provoking discussions on inclusive education within the current education climate. Is inclusive education worth pursuing or is the fervour for its implementation subsiding as the realities of its challenges are understood?
Author: Sandra L. Dukach
Publisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 66
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Book Description
Author: Margaret Ayayo Owuor
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 202
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Book Description
Author: Charles A. Peck
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 308
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Book Description
Explains how to apply the lessons and theories of the past 15 years to the actual practice of integrating young children with disabilities into the mainstream community. Chronicles and evaluates the various research projects, programs, and models that have been and are being used. For professionals, graduates, and administrators in education and sp.
Author: Christine Forlin
Publisher: Routledge
ISBN: 1134040644
Category : Education
Languages : en
Pages : 272
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Book Description
This ground-breaking book considers current perspective on educational reform in the Asia-Pacific regions with a focus on a new era of special education, particularly as this relates to the educational reform towards inclusive education.
Author: Peggy Daisey
Publisher:
ISBN:
Category :
Languages : en
Pages : 30
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Book Description
Purpose: The purpose of this study was to explore 72 preservice teachers' attitudes toward and experiences with sharing their content area as well as their recreational reading with teenager students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course at a Midwest university, including 49 in a 30-hour field practicum connected to the course, and 23 who were not in the practicum because their majors were special education, music, or physical education participated in this study. All completed an anonymous survey at the end of the semester. Results: More preservice teachers in the field experience shared content area and recreational reading with students than those not in the field experience. Conclusion: The results suggest that by sharing their reading, secondary preservice teachers discovered an avenue to build connections with teenagers. They examined stereotypes about reading and readers. They learned how to share reading with students. The results also suggested the value of a field experience. Recommendations: It is recommended that preservice teachers be shown how to share their content and recreational reading with teenagers and be given an opportunity to do so during their teacher education coursework. (Contains 8 tables).
Author: Lashonda DeJuan Brown
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 149
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Book Description
The United States is a nation of many diverse cultures. Recent demographics suggest that public school enrollment has increased 73% over the past two decades for both secondary and elementary schools. By the year 2020, minority students will comprise 44% of the public school enrollment (National Center for Educational Statistics, 2008). The public school is faced with an increased enrollment of students from diverse social, cultural, political, and economic groups. This change in demographics within the nation suggests that many preservice teachers in the K-12 setting will be teaching students from cultural backgrounds that differ from their own. The decrease in academic achievement among minority students and the overall poor academic performance of secondary students have forced the country to address the challenges of education and how to educate our nation's children (Berresford, 2008). A critical issue challenging the field of education is the preparation of preservice teachers for multicultural, multiethnic settings. Research studies have shown that many preservice teachers enter the field of teaching lacking the knowledge, skills, and dispositions to effectively instruct culturally diverse students (Gay, 2000). This study examines the attitudes of student teachers completing their student teaching experience and how they perceive their ability to teach culturally diverse student populations. Two four-year institutions located within the northern region of Alabama were selected for the study. The methodology for the study included both quantitative and qualitative data. A survey was collected to evaluate the attitudes of student teachers on their ability to teach culturally diverse student populations. Analysis of the quantitative data did not show any statistical gains in student attitudes toward their preparedness to teach culturally diverse student populations. An interview was conducted with the participants and transcribed for emerging themes to support the questions guiding the research study. All of the participants indicated the need for teacher education programs to initiate changes that would provide opportunities for preservice teachers to enhance their multicultural skills and knowledge.
Author: Jennifer Peat
Publisher: SAGE
ISBN: 1446275663
Category : Medical
Languages : en
Pages : 330
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Book Description
For research to be effective, it is essential that every aspect of the study is well planned. Health Science Research has been written to help researchers from all disciplines conduct their studies with this kind of integrity. Each chapter covers a specific area fo conducting a study, including: - formulating the research question - preparing a grant application - subject recruitment - data collection and analysis - interpreting the results of the study This informative text is designed to be a user friendly research, reference and study tool. It has been organised into eight chapters, each of which covers a specific area of conducting a research study. This book will be of particular value to scientists, research assistants, qualified or trainee physicians, nurses and allied health workers. The book will also be an essential companion for students in all disciplines who want to learn more about how to do good research.
Author: Peggy Daisey
Publisher:
ISBN:
Category :
Languages : en
Pages : 45
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Book Description
Purpose: The purpose of this study was to explore 71 secondary preservice teachers' attitudes about and experiences with sharing their content area as well as recreational writing with teenage students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course in a Midwest university, including 48 in a 30-hour practicum connected to the course, and 23 who were not in the practicum because their majors included special education, music, and physical education participated in this study. All completed an anonymous survey at the end of the semester. Results: More preservice teachers in a field experience shared their writing than those not in the field experience. Preservice teachers who reported enjoying writing and had low writing apprehension were more likely to share their writing. Conclusion: Preservice teachers thought that it was motivating to students to share examples of their writing. Preservice teachers valued the students' input about their writing. Barriers included the effect of writing apprehension, the belief that students did not care, and lack of recreational writing. Recommendations: It is recommended that preservice teachers be shown how to share their writing with teenagers and be given an opportunity to do so during their teacher education coursework. An anonymous survey is appended. (Contains 9 tables.).
