Teacher Attitudes Toward the Mainstreaming of Secondary Students PDF Download
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Author: John Douglas Cressey
Publisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 184
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Book Description
Author: John Douglas Cressey
Publisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 184
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Book Description
Author: Lydia T. Taraschuk
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 138
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Book Description
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 166843671X
Category : Education
Languages : en
Pages : 1090
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Book Description
Inclusion in the classroom is a growing phenomenon that covers a range of areas and subjects; with prominent discussions about race, gender, sexual orientation, and age, today’s world is increasingly focused on making sure education is designed so everyone can succeed. Inclusivity in special education is particularly important as special education covers a wide range of students, including those with physical, intellectual, and behavioral disabilities. As more research and information surrounding best practices, new technologies, and teacher education for special education is considered, it is imperative that teachers and administrators remain up to date on these innovative techniques. The Research Anthology on Inclusive Practices for Educators and Administrators in Special Education is a critical reference source that includes abundant research on all aspects of inclusion in special education as well as the latest trends, research, and studies to provide a comprehensive look at the current state of special education. Covering topics such as accessibility, educational models, teacher training, and assistive technologies, it is ideal for special education teachers, academicians, in-service teachers, pre-service teachers, professors, students, researchers, professionals, administrators, curriculum developers, instructional designers, and policymakers.
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: William Butler Gile
Publisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 550
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Book Description
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: Nancy Tartaglione
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 62
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Book Description
Author: Randall O. Meyer
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 112
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Book Description
Author: Jason L. O'Brien
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: The purpose of this study was to examine the attitudes of high school social studies teachers who had English Language Learners (ELL) mainstreamed in their social studies classes. In the school district in which the study took place, approximately 70% (n=240) of the high school social studies teachers had ELL students in their classrooms. For the quantitative portion of the survey, 344 surveys were given to each social studies department chairperson in the county to be completed by all the teachers who currently had ELL students in their social studies classroom. For the qualitative portion of the study, eight high school social studies teachers were interviewed as to their attitudes towards mainstreaming ELL students. Both the survey and interview instruments were developed by Reeves (2002) when she measured teacher attitudes towards mainstreaming ELL students. While a majority of teachers appreciated the cultural diversity which ELL students brought to the classroom, more than three-fourths of the teachers reported that they would prefer ELL students not being in their social studies classrooms until they have reached a minimum level of English proficiency. While a broad spectrum of attitudes were reported towards support teachers received, many survey and interview participants did not feel that the training offered in university coursework or from the school district was particularly beneficial in preparing them to teach ELL students. A clear majority of teachers reported time for both planning and instructional delivery as major obstacles when ELL students are mainstreamed in content area classes. Finally, a majority of teachers (66%) supported making English the official language in the United States. Recommendations for future research and for future policy makers were reported in the final section of the study.
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.
