Download or read book AN EXAMINATION OF RESIDENT EDUCATORS AND THE ROLE OF SELF EFFICACY ON TEACHING IN COLLABORATIVE INCLUSIVE SETTINGS written by Kelly Jo Wohlgamuth and published by . This book was released on 2016 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the perceived teacher efficacy in co-teaching in inclusive classrooms among Resident Educators in Ohio. Novice teachers are required to participate in the program for the first four years of their teaching experience. Research shows that co-teaching is a necessary and effective practice in meeting the needs of all students. Higher teacher efficacy leads to more effective instruction. Data were collected utilizing the Teacher Efficacy for Inclusive Practice scale along with demographic questions. A total of 53 Resident Educators were included in the data analysis in December 2015. The study population included primary through high school special and regular education teachers. Inferential statistics were utilized to analyze the three research questions. The first research question examined program (special education vs. regular education) differences in the number of college courses that discussed co-teaching along with the efficacy items and subscales from the Teacher Efficacy for Inclusive Practice scale. Special education Resident Educators reported significantly more college courses that discussed co-teaching than regular education Resident Educators. Special education teachers were also significantly more confident in designing learning tasks to ensure the individual needs of the students with disabilities were accommodated. And even more compelling, special education teachers were more able to serve as advocates for students with special needs because they possessed higher perceived self-efficacy in the governing laws and policies. The results showed that the increased perceived self-efficacy of special education teachers allowed then to more readily inform others who know little about the laws and policies related to the inclusion of students with disabilities than regular education teachers. Regular education Resident Educators, however, were significantly more confident in having students work together in pairs or in small groups than special education Resident Educators. The second research question examined the Teacher Efficacy for Inclusive Practice scale items and the four subscales in relation to the number of years of teaching experience. Resident Educators in their third and fourth year of teaching had significantly higher perceived self-efficacy on one item in the Efficacy in Managing Behavior subscale, calming a student who is disruptive or noisy, than Resident Educators in their first and second year of teaching. Research question three examined item and subscale differences based upon prior experience in inclusive teaching using t-test for independent samples. Resident Educators with prior experience in inclusive teaching had significantly higher perceived self-efficacy in informing others who know little about laws and policies relating to the inclusion of students with disabilities than Resident Educators without prior experience in inclusive teaching. Three main conclusions were drawn from the findings of the study. First, special education teachers and those with more experience have more opportunities to learn about laws and policies relating to the inclusion of students with disabilities. Second, students majoring in special education receive more training in co-teaching. Lastly, Resident Educators are self-efficacious with inclusive teaching. The findings of the study offers policy and leadership implications for k – 12 education practice and higher education teacher preparation.

Download or read book Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education written by Keengwe, Jared and published by IGI Global. This book was released on 2019-07-05 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators and those who prepare teachers are facing increased scrutiny on their practice that include pressures to demonstrate their effectiveness, meet the needs of changing demographics and students, and adapt to ever-changing learning environments. Thus, there is a need for innovative pedagogies and adoption of best practices to effectively serve the needs of digital learners. The Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education is an essential research book that takes an in-depth look at the methods by which educators are prepared to address shifting demographics and technologies in the classroom and provides strategies for focusing their curricula on diverse learning types. It takes a look at the use of innovative pedagogies and effective learning spaces in teacher education programs and the decisions behind them to enhance more inquiry learning, STEM initiatives, and prove more kinds of exploratory learning for students. Covering topics such as higher education, virtual reality, and inclusive education, this book is ideally designed for teachers, administrators, academicians, instructors, and researchers.

Download or read book Attitudes and self efficacy of Jamaican teachers towards inclusion after co teaching in an inclusive classroom written by Gemma Tomalin and published by GRIN Verlag. This book was released on 2019-09-25 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2019 in the subject Pedagogy - School System, Educational and School Politics, grade: 72.00, Roehampton University London (Laureate), course: Master of Arts in Inclusive and Special Education, language: English, abstract: This study should bring awareness to the Ministry of Education and Teacher Training Colleges that traditional lecture style training without relevant practicum may be preventing the facilitation of inclusion. Despite Jamaica's Ministry of Education having established an inclusive education policy in 2008, the majority of children with special needs are kept at home. With very little inclusion in schools and segregation of students with special needs (SWSN), teachers in Jamaica have not experienced inclusion and do not feel adequately equipped to facilitate it. Literature shows that teachers with experience only in traditional classrooms, and no exposure to diverse students are likely to be resistant to, or unable to, implement inclusion. Teachers also tend to implement inclusive teaching methods and adopt better attitudes after hands-on experience, modelling with a co-teacher. Five teachers participated in a 2-week training condition, each teacher was provided with an inclusive classroom and an experienced inclusive teacher (mentor). The first week the teacher is assisting the mentor, the second week the mentor assists the teacher with lesson planning and teaching. Teachers were given 2 self-rating questionnaires before and after training to measure whether their attitudes and self-efficacy improved and whether a direct measure of attitude and self-efficacy towards inclusion could be predicted after training. Another questionnaire was given 2 weeks after training that measured the potential success of training through implementation. Using paired sample t-tests for both attitude and self-efficacy scores it was found that all 5 teachers could be predicted to show an increase in both attitude and self-efficacy scores after training. It was also found using independent sample means tests that teachers without any previous experience teaching SWSN gained a larger difference in attitudes compared to teachers who already had experience however there was no difference in gains in self-efficacy.

Download or read book Co Teaching in Teacher Education written by Christina M. Tschida and published by Teachers College Press. This book was released on 2024-02-23 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines teacher preparation programs that have successfully used a co-teaching model to improve the clinical experience for teacher candidates and to instill a disposition for equitable practice. Co-teaching in K–12 classrooms is a well-established practice, especially in inclusive settings, but it is far less common in teacher education programs. Blending research and practitioner voices, this book presents co-teaching as a viable and valuable framework that provides support for teacher candidates, allowing them to grow and learn through reciprocal relationships. Offering their experiences and perspectives, chapter authors share promising practices for centering equity in co-teaching situations. Co-Teaching in Teacher Education challenges teacher preparation programs to prepare educators to work together to support all students in today’s diverse classrooms. Book Features: Utilizes an equity lens to examine how co-teaching can benefit both teacher education and practicing teachers.Describes how co-teaching is being used to elevate instruction in K–12 and higher education. Explores a wide variety of contexts in which co-teaching is being used to train teacher candidates and improve student learning, including traditional, alternative, and online programs and rural and urban settings. Provides an Equity Checklist to help educators examine equity considerations that arise throughout the co-teaching cycle (co-planning, co-instruction, co-assessment, and co-reflection).

Download or read book Self efficacy Beliefs of Elementary General Education Teachers in Inclusive Classrooms and the Role of Professional Development written by Sheila S. Ashley and published by . This book was released on 2009 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Collaborative Models and Frameworks for Inclusive Educator Preparation Programs written by Sande, Beverly and published by IGI Global. This book was released on 2022-07-15 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intricacies of providing quality education for school-age children can best be realized through collaboration between practitioners. This same ideology has infiltrated education preparation programs, encouraging the emphasis on collaborative methodologies of program design, development, implementation, and evaluation. This context presents a huge challenge for many education preparation programs, but one that has been partially realized in some states through large-scale reform models. Collaborative Models and Frameworks for Inclusive Educator Preparation Programs provides relevant theoretical frameworks and the latest empirical research findings in collaborative strategies in educator preparation programs and addresses the impact on accreditation and changes in policies as a result of large-scale collaborative models. Covering topics such as education reforms, social justice, teacher education, and literacy instruction, this reference work is ideal for teachers, instructional designers, administrators, curriculum developers, policymakers, researchers, scholars, academicians, practitioners, and students.

Download or read book Teacher Efficacy written by Corrine Alicia MacDonald and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study presents data about beliefs on teacher efficacy related to inclusive practices. Data was collected from teachers employed in two districts within the province of Newfoundland and Labrador, Canada, during the 2012-2013 school year. Perceived teacher efficacy to teach in inclusive classrooms was measured by the Teacher Efficacy for Inclusive Practice (TEIP) Scale developed by Sharma, Loreman, and Forlin, (2012). Under investigation were teacher perceptions of their ability to implement inclusive practices, to work with parents and other professionals, to work with students with special education needs, and to deal with disruptive behaviours in the classroom. Also explored was whether any significant differences existed in Newfoundland and Labrador teachers' perceptions of their ability to implement inclusive practices based on teacher age, gender, years of teaching experience, highest level of education, teaching area (primary, elementary, intermediate, high school), years of teaching experience with students diagnosed with disabilities, school district, and/or whether the school they worked in was in a rural or urban area. Two hundred and sixty two teacher participants (59 men and 203 women) in the K-12 school system took part in the study. Overall, the results showed that the teachers surveyed believe their practice is effective in an inclusive setting. Teacher participants reported no differences in efficacy of overall inclusive practice, efficacy of using inclusive instructions, and efficacy in collaboration. However, managing disruptive behaviour was shown to be an area where male and female teachers differed in their reported self-efficacy of practice. Male participants reported higher efficacy in managing disruptive behaviours in the classroom than female teachers. The findings suggest there may be a need for further teacher education and/or professional development opportunities related to managing disruptive behaviours in the classroom.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching Primary Years written by Katherine Main and published by Routledge. This book was released on 2020-07-16 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary years are recognised as a distinct period in a child's development with significant consequences for ongoing educational success. During this critical time, formal schooling and the associated activities introduce children to new and extended social roles where they learn to cooperate and collaborate with their peers and adults. Children also begin to develop a sense of themselves and their competence in a range of domains including social, academic, sport and music. This edited collection provides specialist guidance in developing curriculum, pedagogy and assessment to meet the needs of primary years children. The text begins by exploring the unique characteristics of this age group including cognitive, social, emotional and physical development. It considers the expectations of teachers, including ethical and legal issues and guidance on how to develop positive learning spaces and collaborative approaches. There is an exploration of the needs of the child including facilitating transition from the early years and into secondary school. The text then considers the curriculum in depth including language and literacy, mathematics and numeracy, science and technology, health and physical education and the humanities. A focus on some of the key challenges in primary education bring the book to its conclusion, including effectively harnessing digital technology, developing age appropriate pedagogies, practising differentiated learning and effective assessment. Rich with insights from experts in the field and featuring case studies and practical examples throughout, this is a key resource for both pre-service and in-service primary teachers. Other professionals working with primary years students and parents will also benefit from engaging with this book.

Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 880 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Making Teaching Community Property written by Pat Hutchings and published by Taylor & Francis. This book was released on 2023-07-03 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describes strategies through which faculty can document and "go public" with their teaching—be it for purposes of improvement or evaluation. Each of nine chapters features a different strategy—from the fairly simple, low-risk "teaching circle," to "course portfolios," to more formal departmental occasions such as faculty hiring—with reports by faculty who have actually tried each strategy, guidelines for good practice, and an annotated list of resources.

Download or read book A Transcendental Phenomenological Study Regarding Teachers Attitudes and Efficacy Toward Students with Disabilities in a Inclusion Classroom Environment written by Kimberly Lovett Edwards and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to understand elementary-level general education teachers’ attitudes and efficacy regarding teaching students with disabilities in an inclusion classroom environment. Bandura’s self-efficacy theory guided this study of teachers’ relationships with their attitudes and efficacy levels with educating students with disabilities in the inclusion classroom environment. The research questions addressed the teachers’ attitudes toward the inclusion of students with disabilities in the inclusion classroom environment. Ten teachers from local elementary public schools participated in individual interviews, and 4 engaged in a focus group interview. The individual and focus interviews were recorded, digitally transcribed with a qualitative computer software program, and examined to determine rich codes and themes. Five themes emerged from data analysis—addressing challenges of teaching students in the inclusion environment, addressing benefits of teaching students in the inclusion environment, effectiveness of professional development or training opportunities, general education teachers’ perceptions of their self-efficacy, and administrators’ support in the inclusion environment—showing the benefits, challenges, and participants’ thoughts of teaching in the inclusion classroom environment. The participants outlined the importance of professional development and administration support to teach students with disabilities in the inclusion classroom setting. Overall, the themes provided a rich and nuanced understanding of the attitudes, experiences, and efficacy of general education teachers in teaching students with disabilities in the inclusion classroom environment.

Download or read book An Examination of the Attitudes of Collaborative Teachers Teaching Inclusion in a Secondary Setting written by Kristan Kerwin and published by . This book was released on 2009 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Case Study to Identify how Shared Decision Making and Collaboration Between General and Exceptional Education Teachers Impact Effective and Ineffective Inclusion Practices written by Faith Renee Strong and published by . This book was released on 2018 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sergiovanni (1994) believed that the rationale for shared decision making is that those who are closest to students are best equipped to make educational decisions to improve instructional programs. Liontos (1994) believed that change is most likely to be effective and lasting when those who implement it feel a sense of ownership and responsibility for the process. Building level administrators along with general and exceptional education teachers play a vital role in making educational practices a reality in schools (Kilgore, 2011). The administrator must have adequate knowledge of what the practices entail and how to mobilize staff so these educational practices are implemented effectively. In order to embrace the philosophy of inclusion, teachers must eliminate the focus on labels of students and make students with disabilities and support needs the determining factors in the provision of services and placement settings. This requires the school staff to shift paradigms when determining how best to meet the needs of students with disabilities. The overall purpose of this study was to determine whether or not general and exceptional education teachers working together had an impact on the inclusion process. These two groups of teachers collaborated to address challenges that students meet in the general educational setting. Their goal was to provide the best possible learning experience for students with disabilities in the least restrictive environment. While this study only took into account the challenges and successes of one school, in one school district, it is a glimpse of what other teachers, general and exceptional education are facing in inclusive settings. Results of the study showed that collaboration between general and exceptional education teachers clearly resulted in greater teacher efficacy. These teachers believed that they could make a positive difference. Teachers who exhibited this confidence were more likely to engage in collaboration. Some of the general education teachers who had the strongest desire for collaboration and worked closely with an exceptional education teacher exhibited a number of positive traits that led to more effective inclusion instruction. With this in mind, it is important for educational leaders to do all that they can to provide professional training and development to offer ideas and instances of collaboration to help the students with disabilities and teachers involved in educating them.

Download or read book Teacher Self efficacy and Inclusive Practice written by Christina Grace and published by . This book was released on 2014 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Supporting Inclusive Teaching Practices written by Joanne Joy Walker and published by . This book was released on 2013 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt: The RTLB service was established as part of the SE2000 policy to provide a "world class inclusive education system" within a decade. They were envisaged as change agents who would build school and teacher capability to achieve successful outcomes for learners. As National Director of the RTLB training programme, I was interested to explore if and how RTLB used an inclusive, collaborative problemsolving process in the field to improve complex problem situations. Many RTLB had previously been employed in traditional special education roles focused on working with students directly rather than consulting and supporting teachers to improve their practices for students experiencing learning and/or behavioural difficulties. Consultation has a considerable research base in disciplines such as school psychology, counselling and business but less research exists related to teacher consultation (Friend, 2008). Previous researchers noted that relatively little is known about the variables that influence the implementation of interventions developed within consultation, the characteristics of effective problem solvers within this context or the micro-processes in changing teacher beliefs and practices. My research involved two studies: Study 1 (contrasting retrospective cases) and Study 2 (collaborative current cases). Data in the first study were provided by RTLB, teachers and senior school leaders. Study 2 was designed to address a gap in New Zealand research by exploring and analysing data on the actual practice of a group of RTLB working alongside regular classroom teachers to resolve complex problem situations. Taping key meetings was the least intrusive method of following the collaborative process and enabled reflections by RTLB and teachers to be shared with me. Findings suggest that RTLB were able to use the CPS model to foster inclusive practices in these settings. Reflections and analysis of transcripts illustrate RTLB professional learning of the characteristics applied in school contexts. This in turn had an impact on teacher and RTLB professional learning and practices. Using CPS provided more opportunities to develop a partnership and maintain relationships where RTLB and teachers could respond more quickly and jointly to issues as they arose. Examination of the process also enabled the identification of factors that facilitated and those that impeded the use of collaborative problem solving in fostering teacher capability and inclusive practice. Thesis findings demonstrating effective RTLB practice has implications for further professional development and direct relevance for the current Ministry of Education Success for All-Every School, Every Child plan to achieve an education system that is fully inclusive by 2014.