The Impact of Team Teaching Within the Middle School Inclusion Classroom PDF Download
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Author: Brian McGurney
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
Author: Brian McGurney
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
Author: Jerry Rottier
Publisher: National Middle School Association
ISBN: 9781560901662
Category : Education
Languages : en
Pages : 188
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Book Description
Author: Petra Schmid-Riggins
Publisher:
ISBN: 9783845419879
Category :
Languages : en
Pages : 236
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Book Description
Author: Gary D. Loveless
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 102
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Book Description
Author: Catherine Clark
Publisher: Routledge
ISBN: 1134754779
Category : Education
Languages : en
Pages : 214
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Book Description
The field of special needs education is well established, and although it continues to develop in exciting and controversial ways, involving some of education's leading thinkers, many people feel it is lacking a coherent theoretical analysis of its own. Students and practitioners, looking for some solid theory to reinforce their own study or practice, commonly have to 'borrow' from other disciplines, such as psychology and sociology, since there has been no attempt to provide a theoretical foundation for the special needs community. This book does exactly that, bringing together contributions from key names in the field from UK and beyond. The book will establish itself as an essential text for students and teachers, as well as all those involved in special needs across the social sciences.
Author: Heinz-Dieter Meyer
Publisher: Symposium Books Ltd
ISBN: 1873927967
Category : Education
Languages : en
Pages : 338
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Book Description
Over the past ten years the PISA assessment has risen to strategic prominence in the international education policy discourse. Sponsored, organized and administered by the Organization for Economic Cooperation and Development (OECD), PISA seems well on its way to being institutionalized as the main engine in the global accountability regime. The goal of this book is to problematize this development and PISA as an institution-building force in global education. It scrutinizes the role of PISA in the emerging regime of global educational governance and questions the presumption that the quality of a nation’s school system can be evaluated through a standardized assessment that is insensitive to the world’s vast cultural and institutional diversity. The book raises the question of whether PISA’s dominance in the global educational discourse runs the risk of engendering an unprecedented process of worldwide educational standardization for the sake of hitching schools more tightly to the bandwagon of economic efficiency, while sacrificing their role to prepare students for independent thinking and civic participation.
Author: Elliot Y. Merenbloom
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 82
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Book Description
Author: Craig H. Kennedy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 192
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Book Description
Author: Judith L. Irvin
Publisher: National Middle School Association
ISBN: 9781560901204
Category : Middle school students
Languages : en
Pages : 388
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Book Description
This volume provides recent research findings on important topics related to the still-expanding middle school movement. They are divided into seven parts, addressing teaching/learning, curriculum, teacher education, social context, organization, leaderships, and issues and future directions. Following an introduction to middle level education research, by Irvin and Hough, the chapters are: (1) "Young Adolescent Development" (Eccles and Wigfield); (2) "Enhancing Self-Concept/Self-Esteem in Young Adolescents" (Lipka); (3) "Motivation and Middle School Students" (Anderman and Midgley); (4) "The Effects of Interdisciplinary Teaming on Teachers and Students" (Arhar); (5) "Teaching with Time on Your Side: Developing Long-Term Relationships in Schools" (McLaughlin and Doda); (6)"Middle Level Discipline and Young Adolescents: Making the Connection" (Bennett); (7) "Ability Grouping: Issues of Equity and Effectiveness" (Mills); (8) "Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship" (Rosselli); (9) "Inclusion" (Hines and Johnston); (10) "A Multifaceted Approach to Teaching Limited Proficiency Students" (VanNess and Platt); (11) "Assessment" (Stowell and McDaniel); (12) "Middle Level Competitive Sports Programs" (Swaim and McEwin); (13) "Middle Level Curriculum's Serendipitous History" (Toepfer); (14) "Effects of Integrative Curriculum and Instruction" (Vars); (15) "Curriculum for Whom?" (Brazee); (16) "Curriculum for What? The Search for Curriculum Purposes for Middle Level Students" (Beane); (17) "Current Issues and Research in Middle Level Curriculum: On Conversations, Semantics, and Roots" (Powell and Faircloth); (18) "Middle Level Teacher Preparation and Licensure" (McEwin and Dickinson); (19) "Multicultural Issues in Middle Level Teacher Education" (Hart); (20) "Improving Urban Schools: Developing the Talents of Students Placed at Risk" (Mac Iver and Plank); (21) "Service Learning and Young Adolescent Development: A Good Fit" (Schine); (22) "Home-School Partnerships: A Critical Link" (Brough); (23) "Organizational Trends and Practices in Middle Level Schools" (Valentine and Whitaker); (24) "A Bona Fide Middle School: Programs, Policy, Practice, and Grade Span Configurations" (Hough); (25) "Components of Effective Teams" (Trimble); (26) "Transition into and out of Middle School" (Mizelle and Mullins); (27) "Collaboration and Teacher Empowerment: Implications for School Leaders" (Clark and Clark); (28) "Women in Leadership Roles" (Clark and Clark); (29) "The Middle Level Principalship" (Valentine, Trimble, and Whitaker); and (30) "Setting a Research Agenda" (Hough and Irvin). Each chapter contains references. (HTH)
Author: Thomas Anthony Compitello
Publisher:
ISBN:
Category : Pennsylvania
Languages : en
Pages : 178
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Book Description
This study examined the co-teaching model of instruction in two different school districts within southeastern Pennsylvania. Three middle schools, one in School District I, and two in School District II, participated in the study. The study examined how administrators and teachers from two different school districts perceived collaborative teaching and its significance in addressing the needs of middle school students, with and without exceptionalities, within diverse, inclusive classrooms. The study analyzed the responses of 12 teacher respondents, four in School District I, Middle School A, and eight in School District II, four in Middle School B, and four in Middle School C. Each special education and general education respondent completed a Perceptions of Co-Teaching Survey which utilized Likert continuum responses. Five co-taught classes were observed by the researcher, one in Middle School A, two in Middle School B, and two in Middle School C. In order to acquire qualitative data with regard to co-teaching experiences, the researcher utilized open-ended probes during twelve teacher and three administrator telephone interview sessions. The study results indicated that a majority of participants believed that the collaborative model of instruction is a viable strategy to implement in order to meet the needs of all children in diverse, inclusive classrooms.
