Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Effects Of Teacher Collaboration And Tandem Compositions On Pre Service Teachers Professional Self Concepts In Inclusive Education
Download Effects Of Teacher Collaboration And Tandem Compositions On Pre Service Teachers Professional Self Concepts In Inclusive Education full books in PDF, epub, and Kindle. Read online Effects Of Teacher Collaboration And Tandem Compositions On Pre Service Teachers Professional Self Concepts In Inclusive Education ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers’ Professional Self-Concepts in Inclusive Education by : Jan Roland Schulze
Download or read book Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers’ Professional Self-Concepts in Inclusive Education written by Jan Roland Schulze and published by Springer Nature. This book was released on with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers’ Professional Self-Concepts in Inclusive Education by : Jan Roland Schulze
Download or read book Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers’ Professional Self-Concepts in Inclusive Education written by Jan Roland Schulze and published by Springer VS. This book was released on 2024-10-31 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present work investigates professional self-concept domains of pre-service teachers of the teaching degree programs 'Teaching at Elementary Schools' and 'Special Education' in two different studies. The first study investigates whether and to what extent pre-service teachers' professional self-concepts - with regard to planning and implementing inclusive education and cooperation with colleagues - can be fostered by a university-based learning unit on teacher cooperation in the inclusive classroom. In the second study, differences in the development of pre-service teachers' self-concepts are examined in relation to their type of tandem compositions (freely selected tandems vs. randomly assembled tandems) for the planning and implementation of inclusive lessons in elementary schools.
Book Synopsis Teaching in Tandem by : Gloria Lodato Wilson
Download or read book Teaching in Tandem written by Gloria Lodato Wilson and published by ASCD. This book was released on 2011 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical guide for teachers and administrators shows how general and special education teachers work together to boost student achievement. Includes real-life scenarios.
Book Synopsis Effects of Multi- Compared to Mono-professional Co-teaching on Pre-service Teachers' Attitudes, Concepts, and Beliefs of Inclusive Education by : Roswitha Margareta Ritter
Download or read book Effects of Multi- Compared to Mono-professional Co-teaching on Pre-service Teachers' Attitudes, Concepts, and Beliefs of Inclusive Education written by Roswitha Margareta Ritter and published by . This book was released on 2019 with total page 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 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1998 with total page 1670 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How Preservice Teachers Work in Collaboration by : Denise Miller Brown
Download or read book How Preservice Teachers Work in Collaboration written by Denise Miller Brown and published by . This book was released on 2016 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research investigated preservice teacher collaboration in the context of an undergraduate teacher preparation program. Small groups of preservice students were examined over five collaborative work sessions as they collaboratively designed and delivered instructional projects for their fellow classmates. This study contributes to understanding factors that influence the quality of preservice collaboration to help teacher educators better prepare preservice students for current collaborations with their peers and future collaboration in professional settings. A parallel mixed methods design, with an embedded two case study, was employed to analyze and interpret two research strands, quantitative, and qualitative. Quantitative results served as complementary to corroborate the qualitative findings. The quantitative results and qualitative findings indicate that past collaborative experiences and beliefs about future professional collaboration impacted students current collaborative efforts. Students with a flexible orientation toward collaboration and/or expanded beliefs about professional collaboration were more likely to heedfully interrelate than students with fixed orientations or simple beliefs about collaboration. Preservice students perceptions of the quality of their own heedful interrelating remained stable across the phases of the collaborative task. However, analysis of the HICES noted significant differences in groups perception of the quality of their collaborative interactions. Finally, analysis of the two-case study indicated that high quality heedful interrelating among group members created the more effective collaborative instructional project. A model of how preservice beliefs and orientations may influence their heedful interrelating during collaboration, and impact their efforts in designing and creating effective collaborative instruction was presented. The dissertation research contributed to a more thorough understanding of factors that influence preservice collaboration as they prepare for professional collaboration, when the outcomes of collaboration are critical not only for themselves, but also for their own students. Implications for educational practice and further research point towards the continued need to better understand the processes of preservice collaboration, and factors that impact their interaction as they learn to collaborate for improving instruction, and how teacher preparation programs can support and best address their needs as they prepare for their critical careers.
Book Synopsis A Guide to Co-Teaching With Paraeducators by : Ann I. Nevin
Download or read book A Guide to Co-Teaching With Paraeducators written by Ann I. Nevin and published by Corwin Press. This book was released on 2009 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers guidelines to teachers on how to collaborate with paraeducators to positively affect the achievement of students with special needs, explaining what paraeducators are, discussing their roles and responsibilities, collaborative processes, teaching approaches, and support systems, and including examples from the field.
Book Synopsis Preparing Preservice Teachers for Inclusive Classrooms by : Lucinda Anne Ellenburg Lang
Download or read book Preparing Preservice Teachers for Inclusive Classrooms written by Lucinda Anne Ellenburg Lang and published by . This book was released on 2014 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to assess the extent to which teacher education faculty teaching across the range of disciplines and populations in approved Education Preparation Providers (EPPs) in Tennessee prepare their teacher education candidates to meet the needs of all students, including those with disabilities. A survey was administered state-wide to faculty (N = 154) in teacher education programs to assess the extent to which they report their practice of, teaching about, and confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). In general, faculty strongly endorsed items indicating they practice, teach, and are confident about the practice of collaboration and the principles of UDL. In contrast, faculty less strongly endorsed items on their practice of, and teaching and confidence about co-teaching. Similarly, faculty reported high levels of agreement that departmental support is provided for collaboration and UDL but lower level of support is provided for co-teaching. When comparing general and special education faculty responses, teaching the practice of co-teaching (p
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of Classroom Inclusivity in Enhancing Academic Outcomes by : Rhoda Frank
Download or read book The Role of Classroom Inclusivity in Enhancing Academic Outcomes written by Rhoda Frank and published by GRIN Verlag. This book was released on 2023-06-16 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Doctoral Thesis / Dissertation from the year 2023 in the subject Education - Reading Instruction, grade: A, , language: English, abstract: Project-based learning is predicated on the need to enhance classroom inclusivity by appealing to the different abilities exhibited by the students, thus, allowing them to participate in areas in which they feel most competent. The practice is invaluable in the conventional educational front as it offers students an opportunity to develop knowledge and skills by confronting challenges they are likely to face in real life. The study is integral in redefining the instructor's perspective regarding project-based learning and its use in the contemporary pedagogical framework. The main goal of this research will be to examine the concept, benefits, and challenges to the implementation of classroom inclusivity models. This study will also analyze the roles of learners, educators, and institutional administrators in support. The need to understand the concept of classroom inclusivity and its benefits in enhancing learners with disabilities participation and improving self-esteem cannot be understated. For years, special needs students have been forced to learn in confined classrooms, therefore, restricting the development of social relationships, crippling self-confidence, and hindering their learning progress. The resultant state of seclusion in education has significantly undermined the achievement of educational goals of equitable mentorship, training, and resource allocation. In the contemporary classroom environment, the need to integrate emerging teaching and learning practices is increasingly becoming more pronounced. The needs of students are changing phenomenally, with their interests and expectations varying markedly depending on their abilities, amongst other factors. Project-based learning (PBL) has been incrementally integrated into the conventional curriculum to revolutionize classroom instruction and increase the impact of education on the students' prospects. The concept is also integral in providing a more pronounced framework for inclusivity and participation, allowing learners with different abilities to be integrated into conventional curriculum coverage.
Download or read book British Education Index written by and published by . This book was released on 2005 with total page 990 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Impact of Training on Preservice Teachers’ Sense of Self-efficacy to Implement Inclusive Teaching in the English Language Classroom by : Run Tan
Download or read book Impact of Training on Preservice Teachers’ Sense of Self-efficacy to Implement Inclusive Teaching in the English Language Classroom written by Run Tan and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Collaboration Among Special and General Educators by : Arlene Grubert
Download or read book Collaboration Among Special and General Educators written by Arlene Grubert and published by . This book was released on 2011 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: "To succeed at teaching diverse populations, teachers need to be able to demonstrate and engage in collaboration. The principal aim of this study is to illuminate how public middle school teachers in both general and special education perceive and describe their experiences with collaboration in the context of including students with varying abilities and challenges in the general education curriculum and setting. Data were collected from sixteen volunteer co-researcher participants using a long interview format. In the analysis of results, themes and subcategories indicate that teachers know about collaboration and come to their work every day expecting to collaborate. Participants describe positive experiences and factors promoting successful collaboration, as well as struggles and conflicts relating to collaboration. Results suggest that teachers learn how to teach students with varying abilities and challenges through an informal ad hoc type of collaboration. There are significant benefits resulting from collaboration for both teachers and students. Implications for practice include giving serious consideration to pre-service and in-service teacher education programs to incorporate modeling and teaching collaboration. Also, public schools need to seriously consider developing and sustaining teacher professional development led by teachers with an increased emphasis on teacher collaboration." -- Abstract
Book Synopsis Collaboration for Diverse Learners by : Victoria Risko
Download or read book Collaboration for Diverse Learners written by Victoria Risko and published by Routledge. This book was released on 2001 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book suggests that a solution to schools' lack of comprehensive literacy programs may be found through innovations in collaborative decision making about curriculum and instruction. It provides analyses of collaborative efforts, multiple ways to think about collaboration and its implementation, and examples of collaborative projects. After an introduction, section 1, Ways to Think About Collaboration contains 6 chapters: (1) "New Visions of Collaboration" (Victoria J. Risko and Karen Bromley); (2) "Getting Started With Collaboration" (Marjorie Montague and Cynthia Warger); (3) "Collaboration in the Schools: A Theoretical and Practical View" (Barbara J. Walker, Ronald J. Scherry, and Christine Gransbery); (4) "Co-Teaching: It Takes More Than ESP" (Jeanne Shay Schumm, Marie Tejero Hughes, and Maria Elena Arguelles); (5) "Collaboration as Deliberate Curriculum Decision Making" (Marleen C. Pugach and Mary Ann Fitzgerald); and (6) "'Title I Bought That Coffee Pot!' Family Literacy Professionals Learn to Collaborate" (Nancy D. Padak, Connie Sapin, and Connie Spencer Ackerman). Section 2, Multiple Pathways to Collaboration, contains 14 chapters: (7) "Collaboration in a First-Grade Classroom: Shared Inquiry Supports Divers Learners' Literacy Development" (Jaqueline K. Peck); (8) "Collaborative Learning Strategies in Diverse Classrooms" (Patricia Douville and Karen D. Wood); (9) "Expanding Collaborative Roles of Reading Specialists: Developing an Intermediate Reading Support Program" (Donna Ogle and Ellen Fogelberg); (10) "Developing Successful Collaborative Literacy Teams: A Case Study" (Carol A. Lyons); (11) "Educational Teams for Students With Diverse Needs: Structures to Promote Collaboration and Impact" (Beverly Rainforth and Jill L. England); (12) "Emphasizing Differences to Build Cultural Understandings" (Patricia Ruggiano Schmidt); (13) "Communicating and Collaborating With Linguistically Diverse Communities" (Bertha Perez); (14) "Developing Collaboration With.
Book Synopsis Protokoll by : Communist International
Download or read book Protokoll written by Communist International and published by . This book was released on 1967 with total page 643 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study by : Lawrence Kofi Ametepee
Download or read book A Case Study written by Lawrence Kofi Ametepee and published by . This book was released on 2016 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was threefold: (a) to explore the decisions teacher educators make while training preservice general education teachers for inclusive classrooms; (b) to examine the preparedness of the preservice general education teachers to teach all students, including students with disabilities in general education settings; (c) and to find out how the decisions teacher educators make may influence the preparedness of the preservice general education teachers to teach all students, including students with disabilities in general education settings. In this concurrent mixed methods study, 14 faculty members completed interview protocol, and 62 preservice general education teachers provided background information and completed Likert scale questionnaire. I also gathered data from teacher education program (TEP) documents. I used content analysis approach to analyze qualitative data and I analyzed quantitative data as Likert scale data. Results show that whereas the TEP offers a significant percentage of content knowledge courses more than methods and inclusive education courses, only three out of the 14 faculty members indicated specifically that content knowledge was more important than the other components of inclusive education. Results further show that 11 (78.57%) of the seniors who completed student teaching stated they felt confident, 18 (54.55%) of seniors who were on campus indicated they felt somewhat confident, and 11 (73.33%) of the juniors stated they felt somewhat confident teaching diverse students in general education classrooms. Furthermore, all the seniors who completed student teaching (14, 100%), twenty-seven out of the 33 (81.82%) of the seniors who were on campus, and eight (53.33%) of the juniors stated they thought they would be fully prepared to teach diverse students in their classrooms at the end of their programs. The results have implications for teacher education programs in regard to the competencies teacher education programs should emphasize and the professional development to faculty members. I also discussed recommendations that could place teacher education programs in a better position to effectively prepare preservice general education teachers.
