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Articles 1 - 30 of 152
Full-Text Articles in Education
Application Of Multicultural Literature In The Early Childhood Classroom, Deborah Wheeler, Jennifer Hill
Application Of Multicultural Literature In The Early Childhood Classroom, Deborah Wheeler, Jennifer Hill
Journal of English Learner Education
Culture equates to identity; therefore, the implementation of multicultural literature in the early childhood curriculum is an essential method for securing children’s concept of self and cultural identity. This qualitative study explored the implementation of multicultural literature in early childhood classrooms, and the research included questions pertaining to multicultural literature training, instructional methods, and barriers encountered. The purpose of the study was to answer questions regarding teachers use of multicultural literature in the classroom, how often teachers read multicultural literature and how teachers integrated multicultural literature into instruction. An additional question inquired about what multicultural books titles were teachers reading …
Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek
Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek
Electronic Theses and Dissertations
The purpose of this study was to investigate the beliefs K-12 teachers have when working with students with disabilities in a rural Pennsylvania school district. This study aimed to identify if teachers’ personal beliefs created biases about their students and school systems; thus, forming barriers and preventing an inclusive education when working with disabled students. Instrumentation for this quantitative study is the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) survey. Findings suggest that some teachers at Sunnyside School District (pseudonym) hold personal beliefs that could create biases about their students and school system that may form barriers when working with …
“Why Did Devon Just Leave The Classroom?”: Disability Studies In Education-Informed Related Service Provision, Katie Newhouse, Laurie Rabinowitz
“Why Did Devon Just Leave The Classroom?”: Disability Studies In Education-Informed Related Service Provision, Katie Newhouse, Laurie Rabinowitz
Excelsior: Leadership in Teaching and Learning
Public schools often schedule related services by using a mix of pull-out and push-in instruction, referred to as service delivery models. This poses challenges because the transitions to and from services are obvious to other students and can influence student identities and result in a loss of academic instructional time. This article shares inclusive approaches for novice teachers to learn how to organize related service provision in ways that strengthen student identities as individuals with disabilities. By focusing on how our previous teaching and research experiences inform our pedagogical design in our teacher education courses, we seek to open the …
Moments Of Meeting: 'Intersubjective Encounters' And ‘Emancipatory’ Experiences Of Individuals With (Intellectual) Disabilities In Inclusive Musical Contexts, Caroline Blumer
Electronic Thesis and Dissertation Repository
The purpose of this study was to explore an intersubjective framework to better understand the relational aspects of two inclusive musical programs in London, ON. I focused on mutual recognition moments, called moments of meeting (MoM), researching how they are formed and manifested while music is shared, created, or experienced within these two environments. Approaching such programs as potentially intersubjective spaces, this study investigated the impact of MoM and intersubjective experiences on the participation of individuals with Intellectual Disabilities (ID) in music making as well as on their perceptions of themselves as subjects. Equally significant, this study looked at emerging …
Teacher Self-Efficacy And The Inclusive Christian School Classroom, Richard J. Mudrow
Teacher Self-Efficacy And The Inclusive Christian School Classroom, Richard J. Mudrow
Doctor of Education (Ed.D)
Research indicates that one in five students nationwide struggles with a learning difficulty or disability that affects the student’s ability to learn (Galiatsos et al., 2019). Nationwide, Christian schools are enrolling students with disabilities (SWDs), but it is difficult to determine the specific number of SWDs enrolled in Christian schools (Association of Christian Schools International, 2021). In the inclusive school setting, whether public or private, teachers and administrators are often underprepared in their approach to the education of SWDs (Cooc, 2019; Kirk et al., 2021; Krämer et al., 2021). The purpose of this study is to explore how teaching SWDs …
Teaching To Develop Perspective, Skills, Confidence, And Identity As Problem-Solving Engineers, Russell Kirk Pirlo
Teaching To Develop Perspective, Skills, Confidence, And Identity As Problem-Solving Engineers, Russell Kirk Pirlo
Research and Reflection on Learning and Teaching in Higher Education
The “core” of an engineering degree program typically comprises the concepts, equations, and technical skills needed, as well as their practical application to common problems of the profession. This core is then divided into the “content” that must be covered in each course. It is widely recognized, however, that successful individuals do not thrive as professionals on content alone. Thus, there is significant and increasing emphasis across higher education to “educate the whole person.” These efforts aim to develop “deep” qualities like grit, critical thinking, perseverance, learning from failure, valuing diversity, teamwork, leadership, curiosity, recognizing opportunity, creating value, and acting …
General Education Preschool Teachers' Preparedness To Teach Students With Disabilities Within A General Education Preschool Setting, Mary-Margaret Satterfield
General Education Preschool Teachers' Preparedness To Teach Students With Disabilities Within A General Education Preschool Setting, Mary-Margaret Satterfield
Ed.D. Dissertations
Since Congress passed amendments in 1997 to the Individuals with Disabilities Act (IDEA), there has been an emphasis on instruction to students with disabilities in the general education classroom, especially with preschool students. The significant increase of students with disabilities in general education classrooms precipitated the need for general education teachers to have knowledge and skills about special education to support and provide instruction to students with disabilities. The purpose of this basic, interpretive qualitative study was to investigate how general education preschool teachers in a large school district in Tennessee felt prepared by their preservice, in-service, and continuing education …
Special Education: Inclusion And Exclusion In The K-12 U.S. Educational System, Erik Brault
Special Education: Inclusion And Exclusion In The K-12 U.S. Educational System, Erik Brault
Dissertations
The U.S. Department of Education defines students with disabilities as those having a physical or mental impairment that substantially limits one or more life activities. Previous research has found that students with disabilities placed in inclusive environments perform better academically and socially compared to students with disabilities who are placed in segregated environments. Yet, we know that inclusion in K-12 general education classrooms across the country is not consistently implemented.
The purpose of this study was to better understand the effects, if any, of general education high school teachers’ personal and professional experiences and knowledge on their attitudes toward educating …
A Literature Review On Inclusive Pedagogy And How Instructors Can Create Inclusive And Effective Classroom Groups, Johnathan K. Hurley
A Literature Review On Inclusive Pedagogy And How Instructors Can Create Inclusive And Effective Classroom Groups, Johnathan K. Hurley
Lewis Honors College Thesis Collection
The presented document sought to analyze the ongoing issue of inclusive policy-making in the context of group work at institutions of higher education, while providing tailored advice for students in a particular field of study on how to behave inclusively. The researcher composed an extensive literature review to answer the first query, addressing the questions of: how to define inclusivity; how to form inclusive groups; and how to maintain inclusivity in classrooms. After this step, the researcher then took undertook efforts to craft a memo advising future students in CLD 490, a senior-level course for Community and Leadership Development students, …
Journey “Box” Assignment Description, David Wolff
Journey “Box” Assignment Description, David Wolff
Open Educational Resources - Teaching and Learning
The Journey “Box” allows preservice teachers to explore and share their own historical narrative as they different aspects of their own family’s journey to America. The Journey “Box” first asks preservice teachers to explore themes by reading children’s literature and then positions preservice teachers as interviewers as they seek out different facets of their family’s historical narrative from members of their family. Preservice teachers then use their experience with a Journey “Box” to design an inquiry that could be used in their field experience. The Journey “Box” integrates social studies standards and best practices with ELA standards.
Unmasking Microaggressions On The Homefront: Exploring Faculty And Staff Perceptions After Attending An Online Workshop On Microaggressions In Higher Education, Andrea N. Crenshaw, Natasha N. Ramsay-Jordan, Allyson Deskins
Unmasking Microaggressions On The Homefront: Exploring Faculty And Staff Perceptions After Attending An Online Workshop On Microaggressions In Higher Education, Andrea N. Crenshaw, Natasha N. Ramsay-Jordan, Allyson Deskins
Georgia Educational Researcher
Microaggressions are brief and everyday slights, insults, indignities, and denigrating messages sent to people of color and/or marginalized groups (women, LGBTQ+, etc.) by well-intentioned [people] who are unaware of the hidden messages being communicated (Sue et al., 2007). Microaggressions are connected to broader conceptualizations of the impact of implicit bias and systems of inequity. Specifically, in K-12 and higher education, microaggressions impact the physical, social, and emotional well-being of those who experience them. Growing research posits the need for more discussions in education about racism, sexism, and other bias prevalent in the field of education (Bergerson, 2003). As such, some …
In Plain Sight: Oppressive Dynamics And Learning Challenges In Adult Esol Programs In The United States, David A. Housel
In Plain Sight: Oppressive Dynamics And Learning Challenges In Adult Esol Programs In The United States, David A. Housel
Publications and Research
A previous convergent mixed methods study conducted by the author revealed that, based on their preservice preparation and access to in-service professional development, instructors of adult emergent bi/multilingual learners (EBLs) in the United States often felt ill-equipped to address the oppressive dynamics and learning challenges that might manifest in their adult ESOL classrooms. This follow-up interview study explored the prevalence of these oppressive dynamics, such as racism, sexism, and linguicism, and learning challenges, such as neurodiversity, and investigated how preservice preparation, continuous professional development, program administration, and the field of TESOL might address these issues more consistently and equitably. Semi-structured …
Teachers’ Perceptions Of Inclusive Classrooms, Tamara Ann Lipson
Teachers’ Perceptions Of Inclusive Classrooms, Tamara Ann Lipson
UNF Graduate Theses and Dissertations
This study examined teachers’ perceptions of inclusive classrooms. The specific areas of focus were analyzed by comparing demographic characteristics of the responding teachers to survey questions from the adapted Teachers Attitude towards Inclusive Education (TAIS) in order to determine how teachers perceive inclusive classrooms, how prepared they feel to teach in inclusive classrooms, and if there is any correlation between the workload of the teachers and their perception of inclusive classrooms. Data was collected through a survey completed by 480 teachers from a large, diverse, public school district in Northeast Florida. The findings of this study indicate that these teachers …
Student With Twice-Exceptionalities Iep Meeting Assignment Description, David Wolff
Student With Twice-Exceptionalities Iep Meeting Assignment Description, David Wolff
Open Educational Resources - Teaching and Learning
General education teachers should remember that all students are general education students, first. We need to be prepared to work with students of all abilities in our classrooms. As general education teachers, we have an active role on a child’s IEP team and an active role during the IEP meeting. This assignment asked preservice teachers to develop a script of what they would say at an IEP meeting of one character from four different novels that would be considered a child with twice-exceptionalities.
Implementing A Humanistic Approach Towards Educational Equity For English Learners, Deborah Wheeler
Implementing A Humanistic Approach Towards Educational Equity For English Learners, Deborah Wheeler
Journal of English Learner Education
Schools must provide equitable education to English learners (ELs), ensure equitable opportunities to education programs, and facilitate comprehensible instruction. ELs encounter challenges consisting of learning English, adjusting to a new culture, achieving academic expectations, and assimilating. Implementing a humanistic approach helps ELs mediate through cultural nuances, language learning, academic objectives, and by applying a humanistic approach, educational equity will be established. To guarantee that every student is given an equitable opportunity, all stakeholders are responsible for ensuring the educational system is prepared for diversity, equipped with multicultural knowledge, provided with enriching resources, and ready to implement of a humanistic approach. …
Special Education Teachers’ Perceptions Of Self-Determination Supports In Inclusion Classrooms, Suzanne Tiffany-Salogub
Special Education Teachers’ Perceptions Of Self-Determination Supports In Inclusion Classrooms, Suzanne Tiffany-Salogub
Theses and Dissertations
The outcomes presented in this dissertation were motivated by a scarcity of research that explores self-determination practices explicitly within inclusive classrooms. Three overarching goals motivated my research. The first was to understand what inclusion teachers know and do in relation to self-determination (Chapter 2). The second was to understand how their practices align with existing knowledge about self-determination in the field (Chapter 3). Finally, I sought to create an accessible, research-based tool tailored to inclusion teachers who seek to support their students in developing self-determination skills (Chapter 4). To achieve these goals, I designed an investigation using a case-study design …
Activity-Based Intervention And One-To-One Correspondence For Children With Developmental Delays, Cyndy Anang
Activity-Based Intervention And One-To-One Correspondence For Children With Developmental Delays, Cyndy Anang
UNLV Theses, Dissertations, Professional Papers, and Capstones
PreK children with developmental delays in inclusive classrooms need access to math interventions helps them develop foundational math skills that are needed to succeed during their K-12 education. Research is significantly lacking that addresses increasing math skills for children with disabilities in PreK classrooms. The purpose of this study was to examine how using activity-based intervention (ABI) increases one-to-one correspondence for children with disabilities in an inclusive classroom. A single subject multiple probe design across participants was implemented to embed one-to-one correspondence math goals into daily routines and preferred activities. The participants of the study were two 3–5-year-old children categorized …
Science, Technology, Engineering, And Mathematics (Stem) Project-Based Learning (Pbl) Education: A New Mexico Case Study For Equity And Inclusion, Kimberly A. Scheerer
Science, Technology, Engineering, And Mathematics (Stem) Project-Based Learning (Pbl) Education: A New Mexico Case Study For Equity And Inclusion, Kimberly A. Scheerer
Teacher Education, Educational Leadership & Policy ETDs
This research addresses how student participation in Science, Technology, Engineering, and Mathematics (STEM) project-based learning (PBL) education activities encourages underrepresented minority student achievement in STEM career field trajectories. Seven New Mexico high school counselors and 12 STEM organization personnel were interviewed during this study. Their responses represent the nuanced professional voices where New Mexico public education intersects with STEM student interest and cultural influence.
For students, STEM PBL can foster deep integration across educational disciplines and enhance STEM career trajectory interest and readiness. STEM education converged with PBL methodologies has the ability to leverage community support while broadening student networks. …
Teachers Of General Education: Perceptions And Experiences Teaching Inclusion In U.S. Schools, Ann C. Sander
Teachers Of General Education: Perceptions And Experiences Teaching Inclusion In U.S. Schools, Ann C. Sander
Teacher Education, Educational Leadership & Policy ETDs
This phenomenological qualitative study explored the perceptions and experiences of a group of U.S. public schools, kindergarten through fifth grade teachers, certified in general education with experience teaching inclusion--a federally mandated practice requiring schools to educate students both with and without disabilities in the same classroom. Much of the literature surrounding inclusion focuses on the perceived benefits of the program and children with disabilities' legal rights. The literature has a limited number of references describing the perceptions and experiences of teachers who are required to provide the educational services necessary for inclusion in the classroom.
In this study, 35 participants …
Dismantling Institutional Whiteness: Emerging Forms Of Leadership In Higher Education, M. Cristina Alcalde, Mangala Subramaniam
Dismantling Institutional Whiteness: Emerging Forms Of Leadership In Higher Education, M. Cristina Alcalde, Mangala Subramaniam
Navigating Careers in Higher Education Series
Dismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education focuses on the experiences of women of color in leadership roles in higher education. Top roles historically have gone to white men, and leadership has not reflected the range of identities and people who make up higher education. Why? And why does this problem continue to this day? Most importantly, what can be done to bring about meaningful change?
Dismantling Institutional Whiteness gathers a range of first-person narratives from women of color and examines the challenges they face not only at a systemic level, but also at a deeply personal …
An Examination Of The Working Relationships Between General Education Teachers, Special Education Teachers, And Paraprofessionals In General Education Settings, Rita Page Hosay
Electronic Theses and Dissertations
The purpose of this study was to provide an examination of the relationships between general education teachers, special education teachers, and paraprofessionals and the influences of these relationships on students with disabilities. This study was conducted through the process of semi-structured interviews with general education teachers, special education teachers, and paraprofessionals working in two Tennessee school districts. The researcher found that communication practices, training, perspectives, time, role expectations, development of partnerships, and the creation of supportive environments affect the development of working relationships among special education teachers, paraprofessionals, and general education teachers. The researcher found that these relationships influence the …
Effective Reading Practices For Inclusive Classrooms, Andrew Block
Effective Reading Practices For Inclusive Classrooms, Andrew Block
Graduate Teacher Education
This paper examined research on what are best practices for teaching reading comprehension to students in an inclusive classroom. This topic is explored through research findings from multiple quantitative and qualitative studies which examined the effectiveness of structured reading instruction, explicitly taught reading strategies, student autonomy, and discussion and collaboration as best practices for improving reading comprehension skills. While research showed a variety of effective practices and strategies to increase reading comprehension among all students, the research also suggested the need for content area teachers to receive on-going professional development to consistently implement evidence-based practices throughout the course of the …
De Bono's Six Hats Thinking Strategy For All Content Areas, Jamie Mahoney, Lynn Patterson, Carol Hall
De Bono's Six Hats Thinking Strategy For All Content Areas, Jamie Mahoney, Lynn Patterson, Carol Hall
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Problem-solving and collaboration require people to compromise, negotiate, and brainstorm to understand, create, manage, judge, and be intuitive and remain positive and calm while working as a team to address problems. Teachers can teach students to collaborate and problem-solve in any content area using de Bono's Six Thinking Hats Strategy. Using de Bono's strategy, university students in this study explored learning hats and ways to apply learning hat properties to collaborate and problem solve in group activities. Researchers employed a mixed-method study enlisting both general education and special education pre-service undergraduate and in-service graduate teachers to discover personal thinking hat …
Becoming A More Empathetic Leader And Person, Rachel Shellstrom
Becoming A More Empathetic Leader And Person, Rachel Shellstrom
Undergraduate Honors Theses
When defining empathy, the most common definition is “stepping into someone else’s shoes.” Along with this definition, many also share that it is important to have empathy and be an empathetic person. Yet, when thinking about its importance and this definition, a few questions arise: can we actually step into someone else’s shoes? Can we truly understand what someone else is feeling and experiencing if we are not them or do not hold the same identities that they do? Through a deeper exploration of existing empathy building certificate programs and empathy research, this thesis project explores these exact questions and …
Inclusive Pedagogy: Connecting Disability And Race In Higher Education, Meredith Persin
Inclusive Pedagogy: Connecting Disability And Race In Higher Education, Meredith Persin
All Theses
Higher education was never made for marginalized people. The academy was created based on the privileged white, able-bodied, males who preoccupied higher education for the longest time. While that has certainly changed over the years, the institution itself is still in the past resulting in BIPOC students and disabled students continuing to struggle within higher education. While instructors have begun to take interest in the need for inclusive pedagogy within the last decade, it still has a far way to come in order to help the marginalized students with intersecting identities and students who may not benefit from a one …
Writing Through Whiteness: Utilizing Personal Narratives To Strengthen The Racial Competency Of White Teachers, Paul F. Walsh
Writing Through Whiteness: Utilizing Personal Narratives To Strengthen The Racial Competency Of White Teachers, Paul F. Walsh
Education Doctorate Dissertations
While the student population in the United States is becoming increasingly diverse, the teaching force is still White-dominant by a large margin. In the 2017-2018 school year, 79% of public-school teachers in the United States were White and non-Hispanic (National Center for Education Statistics). This White-dominant population of teachers is tasked with educating increasing numbers of students of color from diverse backgrounds. With this charge should come the necessity for White teachers to critically consider the complex ways that whiteness characterizes the American education system and their ways of teaching. White teachers cannot navigate issues of race in their schools …
Flexible Facilitation: Coaching And Modelling To Support Inclusive Education, Danielle Lane, Sarah Semon, Nicholas Catania, Khalid M. Abu-Alghayth Phd
Flexible Facilitation: Coaching And Modelling To Support Inclusive Education, Danielle Lane, Sarah Semon, Nicholas Catania, Khalid M. Abu-Alghayth Phd
The Qualitative Report
The practices of education, such as separate and resource placements, pull-out services, scripted intervention programmes, an emphasis on diagnoses, and behaviorist discipline practices, are not conducive to the goals of inclusive education. This study demonstrates how one instructional coach worked to disrupt traditional special education practices and guide special educators towards the use of more effective research-based instructional strategies and collaborative practices to promote inclusion. Using Robert Stake’s intrinsic case study methodology, we explored the perceived roles of coaching and modelling to promote inclusion through the lens of one coach who modelled methods for the special education teachers in multiple …
Inclusive Practices In Teacher Education Programs, Melike Yozgatli
Inclusive Practices In Teacher Education Programs, Melike Yozgatli
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
Inclusive education is a global trend and an educational right that refers to the inclusion of students with disabilities in general education settings (GECs). Applying to the most effective practices is particularly essential for students with disabilities in GECs. Most of the responsibility to implement inclusive practices and create a positive inclusive classroom environment falls on special and general education teachers in GECs. Thus, pre-service teacher education is crucial for teachers’ future achievements in inclusionary settings to address the diverse needs of students with disabilities. The purpose of this survey study was to investigate teacher education programs in the United …
Instructors Reflect On How Their Preservice Preparation And Ongoing Professional Development Prepared Them To Address Oppressive Dynamics In Adult Esol Programs In The United States, David A. Housel
Publications and Research
For decades, researchers have asserted that the preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States can be inconsistent, and access to ongoing professional development (PD) can be insufficient to address the demands of the 21st century classroom. A previous study conducted by the author revealed that instructors of adult EBLs felt adequately prepared to teach English, but they often felt ill-equipped to address the learning challenges and oppressive dynamics that might manifest in their adult English to Speakers of Other Language (ESOL) classrooms. This convergentmixed methods studywas a preliminary attempt to address these issues. …
Teachers’ Perceptions Of Their Roles And Challenges With Inclusion, Nini Asheki Greenidge
Teachers’ Perceptions Of Their Roles And Challenges With Inclusion, Nini Asheki Greenidge
Walden Dissertations and Doctoral Studies
AbstractMany schools have employed inclusion practices as an instructional framework, meaning general and special educators are expected to coteach students with disabilities in the general education classroom. The research problem at the local study district was that inclusion as an instructional framework challenged the roles of general and special education coteachers as well as the students they were intended to benefit. The conceptual framework for this project study was the social constructivist theory. The purpose of this basic qualitative study was to gain an understanding about inclusion as an instructional framework. The research questions addressed how the experiences of the …