Developing Effective Instructional Strategies for Teaching in Inclusive Classrooms

Autor/inn/en	McGhie-Richmond, Donna; Underwood, Kathryn; Jordan, Anne
Titel	Developing Effective Instructional Strategies for Teaching in Inclusive Classrooms
Quelle	In: Exceptionality Education Canada, 17 (2007) 1, S.27-52 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-322X
Schlagwörter	Foreign Countries; Elementary School Teachers; Teaching Methods; Observation; Educational Strategies; Teacher Effectiveness; Constructivism (Learning); Inclusive Schools; Individualized Instruction; Learning Disabilities; High Risk Students; Classroom Techniques; Canada + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Lehrstrategie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Inclusive school; Integrative Schule; Individualisierender Unterricht; Learning handicap; Lernbehinderung; Problemschüler; Klassenführung; Kanada
Abstract	The skills for effective teaching were investigated among elementary teachers working in inclusive classrooms to determine whether the appearance of "constructivist" skills are independent of, or follow from the mastery of teaching behaviours that are more transmissive in nature. The data were extracted from the Classroom Observation Scale (COS) (Stanovich, 1994; Stanovich & Jordan, 1998) based on half-day observations of 63 teachers. Using a canonical discriminant functions analysis, a set of COS items distinguishing effective from less effective teachers was identified. The sequence of instructional practices appears to be cumulative rather than differentiated. Patterns of teaching behaviours were consistent across the range of students in the classrooms, with some evidence that academically "at risk" students received less teacher attention and differentiated instruction than students with and without disabilities. (Contains 3 tables.) (Author).
Anmerkungen	Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://www.uofaweb.ualberta.ca/eec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10