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ERIC Number: EJ1029754
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1098-1608
Inclusion Professional Development Model and Regular Middle School Educators
Royster, Otelia; Reglin, Gary L.; Losike-Sedimo, Nonofo
Journal of At-Risk Issues, v18 n1 p1-10 2014
The purpose of this study was to determine the impact of a professional development model on regular education middle school teachers' knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes. There were 19 regular education teachers who taught the core subjects. Findings for Research Question 1 showed teachers' knowledge of inclusive classrooms increased from pretest to posttest. Findings for Research Question 2 revealed teachers' perceptions on inclusive classrooms changed from preimplementation to postimplementation. Both increases had a large effect sizes. For Research Question 3, the most reoccurring theme was teachers do have a positive attitude towards teaching inclusive classes.
National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A