Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 0 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Achievement Gains | 1 |
| Attitude Change | 1 |
| Best Practices | 1 |
| Effect Size | 1 |
| Faculty Development | 1 |
| General Education | 1 |
| Inclusion | 1 |
| Interviews | 1 |
| Knowledge Base for Teaching | 1 |
| Middle School Teachers | 1 |
| Models | 1 |
| More ▼ | |
Source
| Journal of At-Risk Issues | 1 |
Author
| Losike-Sedimo, Nonofo | 1 |
| Reglin, Gary L. | 1 |
| Royster, Otelia | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Middle Schools | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textRoyster, Otelia; Reglin, Gary L.; Losike-Sedimo, Nonofo – Journal of At-Risk Issues, 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…
Descriptors: Inclusion, Faculty Development, Models, Middle School Teachers
