Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 9 of 9
Full-Text Articles in Education
Head Start Teachers' Descriptions Of Inclusion, Lawanda Katrina Lovett-Cunningham
Head Start Teachers' Descriptions Of Inclusion, Lawanda Katrina Lovett-Cunningham
Walden Dissertations and Doctoral Studies
AbstractA Head Start program in Southeast Georgia, teachers were struggling to provide appropriate services to students with special needs (SWSN) in inclusive settings. The purpose of this study was to explore Head Start teacher descriptions of their roles and the barriers that inhibit implementation of inclusive education for SWSN. McKenzie and Zascavage’s model of inclusion formed the conceptual framework that guided this study. The research questions for this study addressed teacher descriptions of their roles and the barriers that inhibit the implementation of inclusive teaching strategies. A basic qualitative design was used to capture the insights of 12 purposefully selected …
Teachers' Perceptions Of Using The Flipped Classroom Model In Inclusive High Schools, Legrand Ouabo
Teachers' Perceptions Of Using The Flipped Classroom Model In Inclusive High Schools, Legrand Ouabo
Walden Dissertations and Doctoral Studies
AbstractThe flipped classroom model is expanding rapidly in school districts across the United States and abroad. In a flipped classroom, students complete hands-on collaborative activities in class and watch instructional videos at home. This relatively new method has been tentatively linked to improved learning outcomes, especially for struggling students. However, there is limited literature on how teachers perceive the flipped classroom in inclusive settings. The purpose of this study was to fill that gap by exploring high school teachers’ perceptions to better understand how the flipped classroom model supports students in inclusive settings. The framework for this study was the …
Striving For Homeostasis: Balancing The Inclusion Of Students With An Emotional/Behavioral Disorder, Rob Mcgarva
Striving For Homeostasis: Balancing The Inclusion Of Students With An Emotional/Behavioral Disorder, Rob Mcgarva
Walden Dissertations and Doctoral Studies
Social justice advocates have championed inclusive education, leading to its adoption in many jurisdictions. Despite policy changes designed to support learners with disabilities and research on inclusive education, students with an emotional/behavioral disorder (EBD) experience significantly poorer outcomes than their peers. Teachers often describe including this group of students as impossible and attempts to achieve inclusion often result in extreme stress. Research has identified proven inclusion strategies, but there are often problems with implementation in real-world settings. There is a research gap concerning how teachers understand and select interventions. Classic grounded theory methodology was used to identify the primary concern …
Training And Experience As Predictors Of Principals’ Efficacy For Inclusive Education Implementation, Courtney Lynch
Training And Experience As Predictors Of Principals’ Efficacy For Inclusive Education Implementation, Courtney Lynch
Walden Dissertations and Doctoral Studies
Federal inclusion law requires that school administrators provide an equitable and legally compliant inclusive education for all students. Previous research has shown that successful program delivery is not possible without efficacious school leadership. Prior studies have also revealed that principals’ self-efficacy judgments are directly influenced by contextual and personal factors. Limited research-based inquiries have explored which factors contribute to administrator confidence as it relates to successfully implementing inclusive educational programs in particular. Grounded in social cognitive theory, the purpose of this nonexperimental, survey-based, quantitative study was to assess the extent to which facets of elementary school principals’ educational background, experience, …
Inclusion In Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, And Concerns, Jillian Samms
Inclusion In Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, And Concerns, Jillian Samms
Walden Dissertations and Doctoral Studies
Inclusive education has become an international phenomenon; however, many developing countries struggle with its implementation. At last assessment of the Jamaican educational system in 2004, findings revealed exclusionary practices which are in contrast to international standards on education. Many children with special needs may not be receiving adequate support for education. Using Bandura's social learning theory as a foundation, this study examined whether there is a predictive relationship between grade level, type of school, location of school, access to support resources, perceived school climate, pedagogical beliefs, extent of inclusion training, attitudes to inclusion, and teachers' ratings of self-efficacy for inclusive …
Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock
Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock
Walden Dissertations and Doctoral Studies
Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes toward teacher responsibilities, and lowered teachers' sense of efficacy about being able to teach their students. Guided by Deci and Ryan's self-determination theory, this bounded case study design in a rural elementary school in a southeastern state was used to understand the perceptions of general and special educators regarding their work in …
The Difference In Attitudes Of Regular And Special Education Teachers Toward Inclusion, Janice Lorraine Brown-Oyola
The Difference In Attitudes Of Regular And Special Education Teachers Toward Inclusion, Janice Lorraine Brown-Oyola
Walden Dissertations and Doctoral Studies
Inclusion has been introduced throughout the educational community as a method to increase math and reading scores of underachieving schools on standardized tests. The problem was that teachers were not effectively implementing inclusion. Guided by Bandura's (1994) self-efficacy theory, which hypothesizes that a person's sense of efficacy provides information of their capability and the ability to assess their performance, the purpose of this quantitative quasi-experimental study was to determine if there was a significant difference in attitudes on inclusion between regular and special education teachers using the 4 subsections of the Scale of Teachers: Attitudes Toward Inclusive Classrooms through an …
School Principal Attitudes Toward The Inclusion Of Students With Disabilities, Taleshia Lenshell Chandler
School Principal Attitudes Toward The Inclusion Of Students With Disabilities, Taleshia Lenshell Chandler
Walden Dissertations and Doctoral Studies
Inclusion is a philosophy and practice of educating students with and without disabilities in the same learning environment. Previous researchers have indicated that principals play a key role in implementing successful and effective inclusive programs. However, there remains a gap in the literature regarding the attitudes of principals and assistant principals toward including students with disabilities at both elementary and secondary school levels. Therefore, the purpose of this nonexperimental, quantitative study, based on transformational leadership theory, was to examine the attitudes of principals toward the inclusion of students with disabilities in general education classrooms. An electronic version of The Principals' …
Role Conflict And Role Ambiguity As Predictors Of Burnout In Special And General Education Co-Teachers, Cassandra L. Moss
Role Conflict And Role Ambiguity As Predictors Of Burnout In Special And General Education Co-Teachers, Cassandra L. Moss
Walden Dissertations and Doctoral Studies
Since the Individuals with Disabilities in Education Act of 2004, special and general educators teach together in many classrooms. Co-teachers are subject to a variety of stressors, including role challenges for teachers who are accustomed to working independently. Research has shown that role ambiguity and role conflict are associated with burnout among special and general educators. However, no prior study has examined whether these role factors contribute to burnout among special and general educators in co-teaching roles. This study was based upon role stress theory in relation to the constructs of burnout. The sample included 72 special educators and 73 …