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Full-Text Articles in Education
Friendship Between A Child With Disabilities And Peers Without Disabilities In An Inclusive Setting In Elementary Schools In South Korea, Soyoung Lee
Culminating Projects in Special Education
No abstract required.
Educating Culturally Relevant Leaders: Experiences In Leadership Identity, Capacity, And Efficacy Development In College Students, Ana C. Maia
USF Tampa Graduate Theses and Dissertations
This dissertation study explored meaningful experiences contributing to students’ identity, capacity, and efficacy development as culturally relevant leaders. In Chapter One, I detailed the importance and relevance of this topic in the field of higher education. Then, I reviewed the literature on college student leadership development; defined leadership identity, capacity, and efficacy development; and culturally relevant leadership learning (CRLL; Bertrand Jones et al., 2016). In the third chapter, I described the qualitative methodological approach to uncovering how college students develop leadership identity, capacity, and efficacy to engage in culturally relevant leadership. I approached this study from a critical constructivist paradigm. …
A Networked Approach For Curricula Implementation In Support Of Inclusive Education Reform, Jennifer L. Burke
A Networked Approach For Curricula Implementation In Support Of Inclusive Education Reform, Jennifer L. Burke
The Dissertation in Practice at Western University
The Maritime Province Department of Education (MPDOE; a pseudonym) has long struggled to address issues of systemic racism that have significantly impacted the academic success and well-being of Indigenous and African Canadian students. When the MPDOE embarked upon its recent inclusive education reform journey, it did so through a series of studies that resulted in a comprehensive reform initiative to address the learning needs of historically marginalized and racialized students. The main thrust of the reform goals focused on curricula to support culturally responsive approaches to learning and the reconfiguring of governance to a more responsive, networked model. Though there …
The Relationship Among Social And Psychological Inclusion, Marginalized Group Membership, And Student Outcomes, Katheryn Munguia
The Relationship Among Social And Psychological Inclusion, Marginalized Group Membership, And Student Outcomes, Katheryn Munguia
Education (PhD) Dissertations
As diversity grows in the United States, schools are tasked with supporting diverse students. This dissertation explored the concept of social and psychological inclusion as a potential protective factor for marginalized students. It examined the variables of inclusion, marginalized group membership, and student outcomes using the California Healthy Kids Survey administered to secondary students. Marginalized group membership included examining race, ethnicity, and the presence of bullying for a disability. Student outcomes included self-reported grades and attendance. This study revealed that the degree of inclusion affected students’ self-reported grades and attendance, with students reporting higher grades and attendance with higher degrees …
Teachers’ Attitudes Toward The Impact Inclusion Classrooms Have On Nondisabled Students’ Social, Emotional, And Academic Well-Being, Kristee Nicole Knouse
Teachers’ Attitudes Toward The Impact Inclusion Classrooms Have On Nondisabled Students’ Social, Emotional, And Academic Well-Being, Kristee Nicole Knouse
Walden Dissertations and Doctoral Studies
Inclusive educational settings were developed in the United States to help encourage and facilitate grade-level and appropriate social, emotional, and academic interactions for all students with the assistance of their teachers regardless of aptitude, skill, or disability. The purpose of this quantitative research study was to investigate teachers’ attitudes toward the impact inclusion classrooms have on the nondisabled students’ social, emotional, and academic well-being compared to students with special educational needs (SEN) and special education needs and disability (SEND) students. Ajzen’s theory of planned behavior was used to guide the study to determine whether there is a relationship between the …
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 …