tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Due to the increase of economic immigration over the last few decades, South Korea has rapidly become a multi-ethnic society. The number of students with a multicultural background (SMBs) has increased more than tenfold in the past ten years. Research has revealed that despite physical inclusion of SMBs in general classrooms, SMBs tend to struggle at school as a result of language difficulties, academic underachievement, and social isolation. Shedding light on the Salamanca thinking, this study aims to investigate how teachers’ experiences of SMBs vary according to school cultures. Thirteen teachers from three schools (with different school cultures) were invited to participate in qualitative semi-structured interviews. It was revealed that the teachers, who worked in the different school… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study aimed to examine the psychometric characteristics of the Arabic version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. Data were collected from 432 participants in Saudi Arabia—185 in-service and 247 pre-service teachers. A statistical analysis was conducted using the following methods: Confirmatory Factor Analysis (CFA), Exploratory Factor Analysis (EFA), misfit analysis via Rasch modelling, and reliability Cronbach’s alpha coefficients. Good internal consistency coefficients were obtained for the TEIP scale and each of its three subscales (>.8). Acceptable fit indices were obtained from the confirmatory factor analysis (CFA) for a scale with 18 items in three subscales: inclusive instructions, collaboration, and managing behaviour. In conclusion, the Arabic version of the TEIP scale is valid with Arabic… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Positive teacher attitudes are essential for success when children with special educational needs (SEN) are placed into mainstream classrooms. The present study surveyed teachers’ attitudes towards inclusion by using a large national sample and Teachers’ Attitudes towards Inclusion Scale (TAIS). A total of 1,764 Finnish basic-school teachers participated in the e-mail survey. They included 824 classroom teachers, 575 subject teachers and 365 special-education teachers. The classroom teachers scored below and the subject teachers significantly below, the neutral midpoint of the scale. The special-education teachers’ mean scores were above the midpoint. About 20% of teachers were strong opponents of inclusion, and 8% were strong advocates. The attitudes towards inclusion had only weak associations with variables other than the teacher… Continue Reading →
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eric.ed.gov har udgivet: Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive settings. Each participant had at least six years of teaching experience. The qualitative techniques of interviews, observations, and document analyses were utilized to tell the stories of the three teachers. The specific themes and areas that emerged from the data were preparation, attitudes, and expectations; planning time, collaboration and in-class supports; and instructional strategies. Data revealed that all participants had little pre-service preparation specific to working with students with disabilities and varying levels of in-class supports, but all had positive… Continue Reading →
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eric.ed.gov har udgivet: Research in this study examined the factors that affect teachers’ attitudes, concerns, and self-efficacy toward inclusive education in the Science, Technology, Engineering, and Math (STEM) classrooms. The study was driven by the following overarching research question: Is there a significant correlation between teachers’ attitudes and teachers’ self-efficacy toward inclusive education in STEM classrooms? A sample of 198 teachers who taught at least one of the STEM subjects were selected randomly from various K-12 schools in Louisiana. A four-part survey questionnaire with reliable validity was used to collect data indicators. An ANOVA and t-test were used to analyze effect of demographic factors on teachers’ attitudes, concerns, and self-efficacy toward inclusive education. Pearson’s correlation coefficient was used while investigating correlations between attitudes of teachers and their self-efficacy toward inclusive… Continue Reading →
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