Multidimensional Classroom Support to Inclusive Education Teachers in Beijing, China

Autor/inn/en	Wang, Yan; Mu, Guanglun Michael; Wang, Zhiqing; Deng, Meng; Cheng, Li; Wang, Hongxia
Titel	Multidimensional Classroom Support to Inclusive Education Teachers in Beijing, China
Quelle	In: International Journal of Disability, Development and Education, 62 (2015) 6, S.644-659 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2015.1077937
Schlagwörter	Multidimensional Scaling; Inclusion; Classroom Techniques; Classroom Environment; Models; Educational Practices; Special Education Teachers; Teacher Surveys; Teacher Attitudes; Educational Research; Questionnaires; Comparative Analysis; School Support; Measurement Techniques; Test Construction; Program Validation; Elementary Secondary Education; Educational Resources; Social Capital; Foreign Countries; China + Suchen Sie Ihr Suchwort? Mehrdimensionale Analysis; Inklusion; Klassenführung; Klassenklima; Unterrichtsklima; Analogiemodell; Bildungspraxis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Fragebogen; Schulförderverein; Messtechnik; Testaufbau; Bildungsmittel; Sozialkapital; Ausland
Abstract	Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is even more limited. To address this gap, our study developed and validated a multidimensional classroom support model conducive to teachers' inclusive education practices. Data were drawn from our large-scale survey with inclusive education teachers in Beijing. Further analyses were conducted to compare different dimensions within the classroom support model. Drawing insights from the results, we provide some recommendations for practice and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01