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Many middle school students with learning disabilities obtain their education in general education classrooms. These classroom settings are referred to as inclusion classrooms. We must not only consider that the student population is becoming increasingly more diverse, but we must also consider that the educators who teach in these type of classrooms are diverse as well.
Teacher qualifications, training, and education that educators receive before and after entering a classroom can be quite varied and really important when considering the work that needs to be done to ensure successful inclusion classrooms. Within an inclusion classroom, success requires a collaborative instructional effort between special educators, general educators, and para-educators.
The purpose of this research is to highlight teacher diversity in qualifications and training and identify factors that make teachers feel more or less confident in inclusion classrooms. This research explains key components of teaching – classroom management, instructional strategies, and student engagement – and the similarities and differences found between teachers in inclusion classrooms.
This research is very important to all involved in the teaching and learning in inclusion classrooms, to include aspiring teachers, new teachers, experienced teachers, paraprofessionals, educational specialists, professional development and training staff, instructors for teachers, administrators, and policy makers.
KEY SEARCH TERMS: administration, alternative teaching, attitudes, attrition, behaviors, bias, Bonferroni’s Post Hoc Test, burnout, classroom management, co-teaching models, collaboration, confounding variable, content review, curriculum, disabilities, educational goals, educators, efficacy, Elementary and Secondary Education Act (ESEA), general education, Gibson and Dembo Teacher Efficacy Scale, inclusion classroom models, Individual with Disabilities Education Improvement Act (IDEA), instructional content, instructional management, instructional model, instructional models, instructional practices, instructional strategies, lack of motivation, lead/support model, learning disabilities, Levene’s Test of Equality of Error, models, motivation, No Child Left Behind (NCLB), para-educator, para-professionals, parallel teaching, pre-service, professional development & training, retention, role models, self-efficacy, socialization, special education services, station teaching, stress, student behaviors, student engagement, teacher experience, teacher qualifications, teacher self-efficacy, teacher training, Teachers’ Sense of Efficacy Scale (TSES), team teaching model, vicarious experiences, years of experience
- Sales Rank: #4643778 in Books
- Published on: 2015-05-10
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .53" w x 6.00" l, .71 pounds
- Binding: Paperback
- 234 pages
About the Author
Dr. K. Smith has been in the field education for more than 20 years and holds an advanced professional certification in teaching. Her experience in education involves a wide developmental spectrum from early childhood through college. Her experience includes working with toddlers and families, supporting and managing elementary school literacy programs, leading and co-teaching in inclusion classrooms, mentoring new teachers, working with adolescents focusing on academic and social emotional issues, teaching middle school mathematics, history and social studies, and instructing college psychology courses.
Dr. K. Smith is a psychology professor at Anne Arundel Community College. In addition to being a highly experienced teacher, she holds degrees in Psychology; a Ph.D. and Master of Science from Walden University and a Bachelor of Arts from the University of Maryland, College Park. Her Ph.D. concentration is in General Educational Psychology. Her professional interests are in issues relevant to teaching and learning, research, and writing.
CONNECT TO THE AUTHOR:
LinkedIn Profile: www.linkedin.com/in/drkentinasmith
Facebook Profile: www.facebook.com/drkentinasmith
Most helpful customer reviews
0 of 0 people found the following review helpful.
Relevancy between how teachers feel they perform their jobs / perceived confidence they can perform their job well...
By iqhope
Dr. Kentina Smith has done an amazing job researching what drives middle school teachers’ levels of confidence in an eastern USA state. Through this study that dives into the profession, and interaction with teachers and para-educators, she details how training, experience, and instructional strategies provide relevancy on how teachers feel they perform their jobs, as well as their own feelings of perceived confidence they can perform their job well. Dr. Smith focused on inclusion classrooms and teachers in the study, to showcase the diversity of teacher efficacy not only between general and special education teachers, but also para-educators that work with children with learning disabilities.
If the reader is in academics, and working in public, middle school environments, this research study will open your eyes to the conscious and subconscious levels of personal feelings of adequacy and confidence as a teacher or para-educator. Using the author’s findings and conclusions, one can pursue other avenues of research, discover or find options for training and development to increase confidence, self-efficacy, and professionalism in the classroom.
Dawn D. Boyer, Ph.D.
D. Boyer Consulting
www.DBoyerConsulting.com
(For transparency, this reviewer was involved in assisting the author gain publication.)
0 of 0 people found the following review helpful.
Four Stars
By Katherine B Wallace
love the book.
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