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Autor/inButler, Aimee
TitelImplementing and Supporting Inclusion in an Elementary School
Quelle(2019), (143 Seiten)
PDF als Volltext Verfügbarkeit 
Ed.D. Dissertation, Trevecca Nazarene University
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
ISBN978-1-3922-4540-8
SchlagwörterHochschulschrift; Dissertation; Elementary Schools; Inclusion; Program Implementation; Faculty Development; Elementary School Teachers; Teacher Aides; Special Education; Teacher Surveys; Teacher Attitudes; Self Efficacy
AbstractThis study was designed to identify professional development needs of classroom teachers and exceptional education assistants who teach regular and exceptional education students within the same classroom. The researcher assessed the needs of classroom teachers and exceptional education assistants using a Likert scale survey to identify areas of an inclusive classroom that need development. Professional development was provided for teachers and subsequent surveys, as well as focus group interviews, were conducted to assess the effectiveness of the professional development on the teachers' self-efficacy in implementing strategies presented in the professional development. Ultimately, professional development designed to address the needs of the educators at this school was not effective in changing their perceptions of managing an inclusive classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
AnmerkungenProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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