Secondary Teachers Attitudes Toward Increased Mainstreaming PDF Download
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Author: Nancy Tartaglione
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 62
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Book Description
Author: Nancy Tartaglione
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 62
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Book Description
Author: Lydia T. Taraschuk
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 138
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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: John Douglas Cressey
Publisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 184
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Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Category : Education
Languages : en
Pages : 353
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Book Description
Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
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Author: Rhiannon April
Publisher:
ISBN:
Category :
Languages : en
Pages : 186
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Author: Christina Kapri
Publisher:
ISBN:
Category :
Languages : en
Pages : 172
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Author: Geri Salinitri
Publisher:
ISBN:
Category :
Languages : en
Pages : 164
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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?
