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Chitiyo, Morgan; Hughes, Elizabeth M.; Chitiyo, George; Changara, Darlington M.; Itimu-Phiri, Ambumulire; Haihambo, Cynthy; Taukeni, Simon G.; Dzenga, Chaidamoyo G. – International Journal of Whole Schooling, 2019
Many countries are embracing inclusive education. However, one of the main challenges that African countries are facing in this regard is the shortage of qualified teachers with the requisite skills to provide an appropriate education for their children with special needs. This shortage can be addressed through provision of professional…
Descriptors: Foreign Countries, Special Education Teachers, Inclusion, Faculty Development
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Tamakloe, Deborah – International Journal of Whole Schooling, 2018
Drawing on the Whole Schooling principles and Pierre Bourdieu's sociological concepts of habitus, capital and field, this qualitative case study explored and analysed preschool teachers' pedagogical behaviors and attitudes toward children with disabilities in three rural kindergartens in the Kpando district of Ghana. The study focused specifically…
Descriptors: Case Studies, Preschool Teachers, Social Capital, Teacher Student Relationship
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Powell, Ben; Gibbs, Simon – International Journal of Whole Schooling, 2018
In this paper we report a qualitative case-study of how a primary school Principal enhanced staff belief in their efficacy and practice in relation to children's behaviour. Thematic analysis was used to analyse interviews with the Principal and teaching staff. We identified four main themes relating to their attributions, beliefs and practices:…
Descriptors: Elementary Schools, Principals, Administrator Role, Self Efficacy
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Hover, Ashlee – International Journal of Whole Schooling, 2018
School administrators and teachers create a culture for high learning and achievement when they partner with parents to make decisions regarding the optimal age to begin formal schooling. The age that students begin school has decreased across the globe; however, the United States has various eligibility dates for school entry that require…
Descriptors: Decision Making, School Community Relationship, Parent School Relationship, School Entrance Age
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Malak, Md. Saiful; Sharma, Umesh; Deppeler, Joanne M. – International Journal of Whole Schooling, 2017
This study aimed at developing a valid and reliable instrument for measuring attitudes of primary schoolteachers toward inappropriate student behaviour. A systematic approach was used to develop the scale. Results provide preliminary evidence that the new instrument (consisting of 13 items on a six-point Likert type scale) meets the standards for…
Descriptors: Attitude Measures, Teacher Attitudes, Test Construction, Elementary School Teachers
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Robinson, Christine – International Journal of Whole Schooling, 2017
Discourse on quality, within the context of childcare, has moved beyond the level of licensing to consider children's right to belong. Within Western Australia (WA), there has been a paradigm shift as international research literature on quality childcare has advocated the long-term benefits for individuals and the community when children…
Descriptors: Educational Quality, Child Care, Guidelines, Teacher Attitudes
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Chitiyo, Jonathan – International Journal of Whole Schooling, 2017
A total of 77 teachers working in inclusive settings in North Eastern USA were surveyed regarding their perceptions of the barriers that may hinder the use of co-teaching. Results indicated that (a) teachers lack the necessary skills required for implementing co-teaching, and (b) co-teaching may require a lot of resources for its successful…
Descriptors: Team Teaching, Barriers, Teacher Surveys, Teacher Attitudes
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Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo – International Journal of Whole Schooling, 2017
Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers' insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were…
Descriptors: Foreign Countries, Action Research, Elementary School Teachers, School Community Relationship
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Deku, Prosper; Vanderpuye, Irene – International Journal of Whole Schooling, 2017
The study explored teachers' perspectives on the curriculum, the physical environment and their preparation for the inclusive education programme. Data was collected using questionnaires. A sample of 120 teachers from schools identified as inclusive was used for the study. The t-test of independent samples and chi-square test were used to analyse…
Descriptors: Foreign Countries, Teacher Attitudes, Educational Environment, Curriculum
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Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi – International Journal of Whole Schooling, 2016
The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the…
Descriptors: Teacher Education Programs, Teacher Role, Teacher Education, Teacher Attitudes
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Morgan, Jennifer L. – International Journal of Whole Schooling, 2016
This article investigates the practices of effective collaboration and co-teaching among Special and General Educators as it relates to the social justice concept of inclusion. Data was gathered through interviews, faculty surveys, student surveys, and personal journal reflections. The study explores the key components to reshaping the role of a…
Descriptors: Special Education Teachers, Teacher Role, Social Justice, Accountability
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Nooruddin, Shirin; Baig, Shariffullah – International Journal of Whole Schooling, 2014
This study explored the perspectives and viewpoints of the teachers and students in relation to the influence of the head teacher and senior leadership team on students' behavior management in the form of policies, procedures and support mechanisms in a secondary school in Karachi Pakistan. Two surveys were developed and employed, one for the…
Descriptors: Foreign Countries, Teacher Attitudes, Student Attitudes, Instructional Leadership
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Mullick, Jahirul; Deppeler, Joanne; Sharma, Umesh – International Journal of Whole Schooling, 2012
Inclusive education (IE) is at an early stage of development in Bangladesh. In response to international policies and declarations over the past two decades (UNESCO, 1990; UNSCO, 1994, UNESCO, 2000) IE reform in Bangladesh has enacted a number of national policies and developed several professional development initiatives. This paper reports on…
Descriptors: Inclusion, Mainstreaming, Elementary Schools, Leadership Responsibility
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Liu, Fuchang – International Journal of Whole Schooling, 2011
This paper discusses the advantages and disadvantages of departmentalization of elementary schools, with an emphasis on teaching mathematics, as perceived by preservice teachers who shared their opinions through online discussion. Advantages include teachers' enthusiasm about and focused attention on the specialized area and students' easier…
Descriptors: Preservice Teachers, Junior High Schools, Elementary Schools, Team Teaching
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Kuyini, Ahmed Bawa; Mangope, Boitumelo – International Journal of Whole Schooling, 2011
This study examined student teachers' attitudes and concerns about inclusive education in Ghana and Botswana. A three-part survey questionnaire consisting of background variables, attitudes, and concerns was completed by 202 students from four teacher training institutions in both countries. One of the institutions was a university and the others…
Descriptors: Student Teachers, Regular and Special Education Relationship, Student Teacher Attitudes, Foreign Countries
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