Literaturnachweis - Detailanzeige
| Autor/inn/en | McGregor, Gail; Halvorsen, Ann; Fisher, Douglas; Pumpian, Ian; Bhaerman, Bob; Salisbury, Christine |
|---|---|
| Institution | Allegheny Univ. of the Health Sciences, Pittsburgh, PA. |
| Titel | Professional Development for "All" Personnel in Inclusive Schools. |
| Quelle | 3 (1998) 3, (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Learning; Disabilities; Educational Policy; Educational Practices; Elementary Secondary Education; Inclusive Schools; Inservice Teacher Education; Mainstreaming; Models; Professional Development; Regular and Special Education Relationship; Standards; Teacher Collaboration |
| Abstract | This issue brief was developed as part of the Consortium on Inclusive Schooling Practices' framework for standards-based systemic reform. The brief focuses on one of the six major policy areas identified by the Consortium, professional development. It first discusses the concept of teachers as lifelong learners, then explores professional development practices to support inclusive schools, and finally describes the move toward inclusive professional development. Three tables summarize information on: (1) how adults learn; (2) essential policy and procedural questions concerning professional development; and (3) issues to consider in preparation for collaborative teaching relationships. The brief concludes with identifying key professional development issues to address at the local level (such as developing teacher and administrator competencies in responding to the needs of all students) and the state level (such as supporting joint professional development opportunities for special and general education personnel). Contains 23 references. (DB) |
| Anmerkungen | Child & Family Studies Program, Allegheny University of the Health Sciences, One Allegheny Center, Suite 510, Pittsburgh, PA 15212; Tel: 412-359-1654; Fax: 412-359-1601; e-mail: mcnutt@phg.auhs.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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