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Ballin, Amy; Davidson, Ellen; Caron, Jessica; Drago, Mark – International Journal of Whole Schooling, 2022
This article draws attention to the discrepancy between how math is taught in special education and general education classrooms, the consequences of this discrepancy, and how teachers can teach higher order math concepts to a wide range of learners, including students with moderate special needs, using empowerment math principles. Students…
Descriptors: Mathematics Instruction, Special Education, Regular and Special Education Relationship, Mathematical Concepts
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Clemente, Dale F.; Chatmon, Catie – International Journal of Whole Schooling, 2022
Researchers wanted to identify possible concerns and trends arising during COVID-19 remote learning. The problem is, many schools, students, and students' families were thrown into remote learning without much preparation for the sudden change in education made necessary by a pandemic. We sought to investigate non-academic areas in which the…
Descriptors: Preschool Children, Elementary School Students, Middle School Students, Distance Education
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Darko, Regina Akuffo; Mwangi, Jane; Wachira, Lucy Joy – International Journal of Whole Schooling, 2022
Research has identified pedagogical skills as the main skills that student-teachers need for self-efficacy and on-going development in teaching. Pedagogical skills help teachers to reflect on their ability to attain the desired professional standards for teaching. Any failure of teacher preparation programme to equip student-teachers with…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Preservice Teachers, Inclusion
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Alharbi, Hind – International Journal of Whole Schooling, 2022
Inclusive education is a learning system where learners with various disabilities learn in an environment with equitable educational opportunities alongside non-disabled peers. The theoretical framework forming the foundation of this paper is disability studies which include the social model of disability, which pushes back against the medical…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Regular and Special Education Relationship
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Kazu, Hilal; Deniz, Emrullah – International Journal of Whole Schooling, 2022
This study aims to determine the views of students with refugee status who have emigrated to Turkey for various reasons and are continuing their education in secondary and high schools about the Turkish education system. A total of 149 students (76 male, 73 female) in two different groups, who were attending grades 5-8 and 9-12 in the 2018-2019…
Descriptors: Foreign Countries, Student Attitudes, Refugees, Secondary School Students
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Taole, Matshidiso – International Journal of Whole Schooling, 2022
This study reports on the challenges facing multigrade principals. Principals are regarded as curriculum leaders and have critical roles to play in the success of the school. However, school principals experience a myriad of complex challenges in the execution of their roles and responsibilities. The purpose of this qualitative study was to…
Descriptors: Foreign Countries, Principals, Barriers, Rural Schools
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Lelinge, Balli; Alwall, Jonas – International Journal of Whole Schooling, 2022
Few longitudinal, mixed methods studies focusing on teachers' views of inclusive teaching have been conducted in primary schools. This article draws attention to a Swedish in-service (K-5) school improvement research project, aiming to contribute to a school's development toward improved inclusive education, where teachers' experiences were…
Descriptors: Foreign Countries, Teacher Attitudes, Educational Improvement, Elementary Education
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Suhendri; Kawai, Norimune – International Journal of Whole Schooling, 2021
Inclusive education in Indonesia has continuously developed an "education for all" movement, including at the kindergarten level. In line with this movement, leadership plays an essential role in the successful implementation of inclusive kindergartens. To improve their skills and knowledge, inclusive kindergarten leaders need to undergo…
Descriptors: Kindergarten, Instructional Leadership, Foreign Countries, Leadership Role
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Greig, Jack; Bailey, Brendan; Abbott, Leonie; Brunzell, Tom – International Journal of Whole Schooling, 2021
The impacts of childhood trauma and adverse childhood experiences can have devastating consequences on students' learning and wellbeing. Pairing this alongside the negative and vicarious impacts of secondary traumatic stress on teachers and school leaders, efforts towards whole school change are complex endeavours. The extant literature from…
Descriptors: Trauma, Leadership Styles, Educational Practices, Leadership Responsibility
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Opoku, Maxwell Peprah; Jiya, Alex Nester; Kanyinji, Rose Cynthia; Nketsia, William – International Journal of Whole Schooling, 2021
The relevance of education in the effort towards alleviating poverty cannot be overemphasised. Malawi is one of the poorest countries in Africa, with over 80% of the population living in rural areas and reeling under deplorable conditions. With the effort towards practicing inclusive education, there is the need for policymakers to expedite…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Attitudes, Inclusion
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Furner, Joseph; Powers, Jillian; Brown, Susannah – International Journal of Whole Schooling, 2021
Across the United States, there are many elementary aged students whose parents or themselves are from Mexico, Guatemala, and Central America having Mayan heritage. In alignment with instructional concepts that build a positive classroom culture encouraging higher level learning for all students, the authors designed and implemented a curriculum…
Descriptors: Maya (People), Latin American Culture, Elementary School Students, Integrated Curriculum
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Muresherwa, Edson; Jita, Loyiso C. – International Journal of Whole Schooling, 2021
This study explores school heads' construction and understanding of instructional leadership for inclusive secondary schools. It seeks to provide answers to the central research question: How do school heads construct and understand instructional leadership for inclusive secondary schools? The paper forms part of a larger qualitative,…
Descriptors: Principals, Instructional Leadership, Inclusion, Secondary Schools
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Walker, Nolene – International Journal of Whole Schooling, 2021
Research about the preparation of preservice teachers for inclusive teaching has tended to use quantitative approaches, such as surveys, to investigate ways to better prepare preservice teachers. Further, studies to date have tended to examine the attitudes of preservice and experienced teachers. This paper presents the findings of interviews with…
Descriptors: Preservice Teachers, Preservice Teacher Education, Student Attitudes, Inclusion
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Siegemund, Steffen; Johannsen, Svenja – International Journal of Whole Schooling, 2021
In a mixed methods design, this study examines prospective teachers' beliefs on co-teaching of general teachers and special education teachers. The quantitative approach comprises the development of a questionnaire regarding beliefs on teachers' roles and benefits of co-teaching in inclusive classes. The model fit and group mean differences of the…
Descriptors: Preservice Teachers, Student Attitudes, Team Teaching, Inclusion
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Ackah-Jnr, Francis R. – International Journal of Whole Schooling, 2020
Calls for teacher quality are a lively issue in education systems and schools. This paper explores in-service professional development and learning of teachers implementing inclusive education in early childhood settings. Teachers and headteachers of early childhood settings were interviewed in the context of their daily work and practice.…
Descriptors: Inservice Teacher Education, Faculty Development, Inclusion, Early Childhood Education
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