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Walker, Nolene – International Journal of Whole Schooling, 2023
This paper presents survey findings of preservice (n = 128) and experienced teachers (n = 326) about enhancing the preparation of preservice teachers to include students with disabilities in regular classes during initial teacher education. Non-parametric statistics were used to analyse the data. When asked to rank their preferred mode of…
Descriptors: Preservice Teachers, Preservice Teacher Education, Inclusion, Students with Disabilities
Chirwa, Grames; Kamweta, Gabriel; Naidoo, Devika; Myrie, Doreen N. – International Journal of Whole Schooling, 2023
The initial primary teacher education (IPTE) curriculum policy was revised in 2016 and implemented in 2017 in Malawi (Ministry of Education, 2021). This study investigates teacher educators' (TE) understanding and experiences in two teacher training colleges. The study is informed by the cognitivist theory of Spillane et al. (2002). Following a…
Descriptors: Teacher Educators, Teacher Attitudes, Knowledge Level, Preservice Teacher Education
Maphie, Emanuel Ismael – International Journal of Whole Schooling, 2023
This research employed phenomenological approach to explore parents and students' perspectives on inclusive education settings in Tanzanian secondary schools. Twentyfour respondents, including students and parents were involved. The study objective was to explore the students' and parents' perspectives on inclusive education settings in secondary…
Descriptors: Inclusion, Educational Policy, Policy Analysis, Secondary School Students
Javed, Misbah; Lashari, Tahira Anwar; Khan, Safdar Abbas; Lashari, Sana Anwar; Khan, Amna; Afzal, Erum; Maqbool, Maajid – International Journal of Whole Schooling, 2023
Students have diverse learning needs and unique learning styles. Providing options in assessments to address those needs helps eliminate rote learning and also addresses learner diversity (Pauline & Collings,2018). This study aims to promote student learning by designing teaching activities and assessments to support all students. This…
Descriptors: Academic Achievement, Equal Education, Evaluation Methods, Secondary School Students
Kalman, Mahmut; Can, Fazil Emre – International Journal of Whole Schooling, 2023
Turkey has developed educational policies and measures to help Syrian students to access education in public schools through different integration practices. This research aimed at examining two integration practices, i.e. mainstreaming and adaptation classes, and exploring the advantages and limitations of each practice for the integration of…
Descriptors: Refugees, Social Integration, Educational Practices, Student Attitudes
Mprah, Wisdom Kwadwo; Issaka, Zakia; Wunduo, Misbaw; Atta-Osei, Godfred; Tawiah, Rebecca; Mensah, Theresah Ivy – International Journal of Whole Schooling, 2023
Education is a fundamental human right and should be made accessible to all learners. However, lack of knowledge and preparation adversely affect teachers' willingness to embrace children with special needs in their classroom. This study ascertained teachers' perception and attitude to embrace children with special needs in regular classroom in…
Descriptors: Access to Education, Equal Education, Students with Disabilities, Teacher Attitudes
Emanuel Ismael Maphie – International Journal of Whole Schooling, 2023
This study is qualitative phenomenological research. A Total of 32 respondents consented participation and were purposively selected. The study key question was: How do students with disabilities benefit from inclusive education settings in secondary schools in Tanzania? In-depth interviews and focus group discussions used to collect data, and the…
Descriptors: Foreign Countries, Secondary Schools, Students with Disabilities, Inclusion
Iflazoglu Saban, Ayten; Bulut Özsezer, M. Sencer – International Journal of Whole Schooling, 2022
Coping with problem behaviour depends on teachers' perspectives of classroom management strategies, which can be regarded as discipline models teachers implement in the class. How teachers avoid problem behaviours or their strategies and techniques to deal with them may reveal teachers' understanding of discipline. To understand prospective…
Descriptors: Preservice Teachers, Student Attitudes, Behavior Problems, Classroom Techniques
El Ahmad, Ali Hussein – International Journal of Whole Schooling, 2022
Inclusive education (IE) has become one of the top issues on the international educational agenda over the past two decades. The United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) (2013a) developed an IE policy to cater for learning, health, and psychosocial needs for Palestine refugee students with special…
Descriptors: Inclusion, Refugees, Special Education, Special Needs Students
Islam, Tasnim; Ahsan, M. Tariq – International Journal of Whole Schooling, 2022
While practicing inclusive education (IE), teachers are critical stakeholders in ensuring the active participation of all learners. Thus, this study explored primary level (grade 1-5) English-medium schoolteachers' attitudes towards IE in Bangladesh. This research was conducted in two phases. In phase-1, the Sentiments, Attitudes, Concerns…
Descriptors: Teacher Attitudes, English (Second Language), Language of Instruction, Foreign Countries
Alhassan, Mohammed Awal – International Journal of Whole Schooling, 2022
The purpose of this study was to examine minority teachers' perceptions of principal leadership style and school climate and the relationship between school climate and student academic performance. A total of 160 teachers and 10 principals from ten secondary schools were surveyed concerning their perceptions of their principals and school…
Descriptors: Minority Group Teachers, Teacher Attitudes, Leadership Styles, Principals
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
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
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
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