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Attitudes And Self Efficacy Of Jamaican Teachers Towards Inclusion After Co Teaching In An Inclusive Classroom
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Book Synopsis Attitudes and self-efficacy of Jamaican teachers towards inclusion after co-teaching in an inclusive classroom by : Gemma Tomalin
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.
Book Synopsis Teachers' Attitudes Towards Inclusion as Linked to Teachers' Sense of Efficacy by : Nadine Randoll
Download or read book Teachers' Attitudes Towards Inclusion as Linked to Teachers' Sense of Efficacy written by Nadine Randoll and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Examination of Teachers' Attitudes Towards Co-teaching and Inclusion by : Barbara C. McCann
Download or read book An Examination of Teachers' Attitudes Towards Co-teaching and Inclusion written by Barbara C. McCann and published by . This book was released on 2008 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis AN EXAMINATION OF RESIDENT EDUCATORS AND THE ROLE OF SELF-EFFICACY ON TEACHING IN COLLABORATIVE INCLUSIVE SETTINGS by : Kelly Jo Wohlgamuth
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.
Book Synopsis Achieving Inclusive Education in the Caribbean and Beyond by : Stacey N. J. Blackman
Download or read book Achieving Inclusive Education in the Caribbean and Beyond written by Stacey N. J. Blackman and published by Springer. This book was released on 2019-05-28 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers an international perspective of philosophical, conceptual and praxis-oriented issues that impinge on achieving education for all students. It sheds light on the historical, systemic, structural, organizational, and attitudinal barriers that continue to be antithetical to the philosophy and practice of inclusive education within the Caribbean. The first section of the book examines how globalized views of inclusion informed by philosophical ideas from the North have influenced and continue to influence the equity in education agenda in the region. The second section considers how exclusion and marginalization still occur across selected Caribbean islands. It provides both quantitative and qualitative data about the nature and experience of exclusion in selected Caribbean islands, the UK and USA. The third section tackles the practical realities of transforming education systems in the Caribbean for inclusion. In particular, it identifies teacher practices as the main site of interrogation that needs to be tackled if inclusion is to be successful. The fourth and final section examines the contribution of principals and exemplars to the development and advocacy for inclusive education. It discusses how educational leadership is understood, as well as the role of school principals in making inclusion a reality in schools, the challenges experienced and the qualities of education leaders.
Book Synopsis Co-teaching in Inclusion Classrooms by : Margaret Erin Keene
Download or read book Co-teaching in Inclusion Classrooms written by Margaret Erin Keene and published by . This book was released on 2018 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was an investigation of co-teaching and inclusion practices at the secondary level. In the explanatory sequential mixed-methods study, regular education co-teachers as well as special education co-teachers offered insights by their participation in a survey and focus groups. This study investigated co-teacher perceptions of inclusion and how their perceptions of inclusion and co-teaching influenced the extent of teacher use of elements of Dr. Friend’s co-teaching models. The study also investigated and identified the needs of co-teachers. -- Co-teaching is defined as “two or more professionals delivering substantive instruction to a diverse, or blended, group of students in a single space” (Cook & Friend, 1995, p. 1). The development and implementation of co-teaching came as a response to the 1990 revision of the Individuals with Disabilities Education Act and the requirement that students be educated in the Least Restrictive Environment (Shoulders & Krei, 2016). Co-teaching has allowed students with disabilities the opportunity to be supported by an additional teacher as they are educated in regular education classrooms alongside their typically developing peers (Hang & Rabren, 2009). If teacher attitudes and perceptions in the area of inclusion and co-teaching can be identified and articulated and those perceptions can be brought to the attention of principals and district personnel, the learning and instruction of all students in inclusion classrooms may be impacted. -- This study found that both regular and special education co-teachers had a favorable view of co-teaching and inclusion. They agreed that it is effective, and co-teaching provided more instructional intensity than teaching alone. This study also found that while One Teach/One Assist was the most used co-teaching model, Team Teaching was identified as the most ideal model for effective co-teaching. In addition, co-teachers cited content knowledge of co-teachers, compatibility of co-teachers, common planning, positive perspectives of inclusion, and training as needs for successful co-teaching.
Book Synopsis The Relationship Between Teachers' Self-efficacy and Attitudes Toward Inclusion Among Coteachers by : Dawn L. Kaphausen
Download or read book The Relationship Between Teachers' Self-efficacy and Attitudes Toward Inclusion Among Coteachers written by Dawn L. Kaphausen and published by . This book was released on 2015 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Co-teaching in the Inclusive Middle-school Classroom on Student Achievement, Student Attitudes, and Teacher Attitudes by : Nancy Elizabeth Bean
Download or read book Effects of Co-teaching in the Inclusive Middle-school Classroom on Student Achievement, Student Attitudes, and Teacher Attitudes written by Nancy Elizabeth Bean and published by . This book was released on 2006 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Inclusion and co-teaching by : Jessica Elliott
Download or read book Inclusion and co-teaching written by Jessica Elliott and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Attitudes towards inclusion of general education teachers who have and have not taught in an inclusive classroom by : Nicole P. MacCarthy
Download or read book Attitudes towards inclusion of general education teachers who have and have not taught in an inclusive classroom written by Nicole P. MacCarthy and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Preservice Teachers' Sense of Self-efficacy Toward Teaching in an Inclusive Classroom by : Moriah Smothers (Ball State University student)
Download or read book Preservice Teachers' Sense of Self-efficacy Toward Teaching in an Inclusive Classroom written by Moriah Smothers (Ball State University student) and published by . This book was released on 2018 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Lived Curriculum Experiences of Jamaican Teachers by : Carmel Roofe
Download or read book The Lived Curriculum Experiences of Jamaican Teachers written by Carmel Roofe and published by Springer Nature. This book was released on 2022-08-08 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers first-person narratives of teachers’ curriculum encounters. The reflections of teachers are presented using Pinar’s Method of Currere as a tool for undertaking deep analysis of teachers’ curriculum encounters. The Method of Currere allows teachers to embody curriculum in all its forms, allowing for reflection on encounters in the formal, informal, hidden curriculum and beyond. The book aims to provide readers with a broad understanding of curriculum as the lived experience encapsulating the educational, personal, and professional life of the teacher. In this way teachers are able to trace and make sense of the development of their knowledge and make changes that lead to the continuous offering of quality education. The book will be of interest to students, scholars and practitioners involved in curriculum studies, teacher education/training, teaching, and general education.
Book Synopsis Teachers' Preparation for the Implementation of Inclusive Education in Primary Schools in Eswatini by : S’lungile K. Thwala
Download or read book Teachers' Preparation for the Implementation of Inclusive Education in Primary Schools in Eswatini written by S’lungile K. Thwala and published by Cambridge Scholars Publishing. This book was released on 2022-03-04 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about inclusive education, and is designed to prepare teachers to effectively teach exceptional children in primary schools in Southern Africa. It identifies key concepts associated with inclusive education, and discusses these in relation to issues in the reform of teacher education. It argues that the reform of teacher education for inclusive education is an important activity in improving educational equity. The theoretical framework for inclusion is outlined and examples of how teachers might engage in more inclusive practice are presented, as are the benefits of inclusive education. The book argues that preparation for inclusive education requires a new framework that calls for partnership between universities and schools. It is envisaged that the book will fill a gap in literature and practice, thereby enabling policy makers, college administrators and lecturers to review policies, teacher education curricula and pedagogical issues pertaining to preparing teachers for working in inclusive schools. As such, it will provide a springboard for teachers’ colleges and universities to improve teacher preparation for inclusive education.
Book Synopsis An Investigation of Experienced English-speaking Caribbean Immigrant Teachers' Reports of Classroom Factors Influencing Their Self-efficacy During Years of Teaching in Urban Public Schools in the United States of America by : Paulette Blythe-Hibbert
Download or read book An Investigation of Experienced English-speaking Caribbean Immigrant Teachers' Reports of Classroom Factors Influencing Their Self-efficacy During Years of Teaching in Urban Public Schools in the United States of America written by Paulette Blythe-Hibbert and published by . This book was released on 2013 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the challenges English-speaking Caribbean immigrant teachers encountered during their first year teaching in the United States. Bandura's (1997) self-efficacy model was used as the conceptual framework for the study. According to Bandura, there are four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and psychological responses. Teachers' self-reports about the challenges they encountered as well as their responses to these challenges were examined through the lens of Bandura's self-efficacy model. A phenomenological qualitative method was employed to gather data from twelve experienced English-speaking Caribbean immigrant teachers. Teachers were interviewed about their years teaching experiences in the United States. All of the teachers had previous teaching experience in their native Caribbean country, and had completed their first year of teaching in an urban public school in the Northeastern United States. The semi-structured interviews sought to examine the challenges these teachers encountered in their new schools and how these experiences impacted their self-efficacy. The findings showed that although most English-speaking Caribbean immigrant teachers experienced substantial challenges in adjusting to teaching in inner-city public schools in the United States, they were able to successfully make the adjustment and this resulted in an overall feeling of increased self-efficacy. The teachers' attitudes and beliefs about their own abilities greatly influenced their chances of success. Recommendations for programs and policies that support immigrant teachers teaching in the United States are discussed. Implications for professional development for teachers new to the U.S. school system, and recommendations for future research, are provided.
Book Synopsis Jamaican Teachers' Attitudes Toward Vocational Education by : Ramadhin Steadroy Bailey
Download or read book Jamaican Teachers' Attitudes Toward Vocational Education written by Ramadhin Steadroy Bailey and published by . This book was released on 1991 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Attitudes Towards Inclusion by : Dawn Giacchi
Download or read book Teachers' Attitudes Towards Inclusion written by Dawn Giacchi and published by . This book was released on 2003 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study by : Sherrie Robbins
Download or read book Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study written by Sherrie Robbins and published by . This book was released on 2014 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study is to describe the experiences of general education elementary school inclusion co-teachers in schools that are successful with their special education population as defined by Adequate Yearly Progress and most recently, the College and Career Ready Performance Index. The participants were employed in a district in the metro Atlanta area. The primary research question was, "What are the experiences of general education teachers in inclusion and co-teaching classrooms in schools that have met Adequate Yearly Progress and College and Career Ready Performance Index for students with disabilities?" The three sub-questions addressed the self-efficacy, motivation, and perceptions of the teachers. Data collection included interviews, participant journals, and a focus group. Analysis followed procedures for a transcendental phenomenological study as outlined by Moustakas (1994). Four themes emerged regarding their experiences: (a) putting forth the effort to be life-long learners, (b) valuing the power of relationships, (c) thriving off of student success, and (d) setting aside frustrations and understanding the big picture.
