Mainstreaming in the Secondary School: The Role of Regular Teachers (Fastback, 187) download epub
by Loviah E. Aldinger,Kathy A. Okun,Phi Delta Kappa Educational Foundation,Cynthia L. Warger
Mainstreaming in the Secondary School: The Role of the Regular Teacher
Cynthia L. Warger is assistant professor of special education at the University o f Toledo. She received her doctorate in educational psychology from the University of Michigan. Loviah E. Aldinger, an instructor in secondary education and project coordinator for the Dean's Mainstreaming Grant at the University of Toledo, is a doctoral candidate in the College of Education and Allied Professions at that institution. Mainstreaming in the Secondary School: The Role of the Regular Teacher. By Cynthia L. Warger, Loviah E. Aldinger, and Kathy A. Okun.
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In secondary schools, one of the largest potential mediators of academic . regular in-service training. Participating teachers had an average of . years of teaching. experience (SD . ).
In secondary schools, one of the largest potential mediators of academic outcomes is the. extent to which students are motivated and engaged by their interactions with teachers, but. this factor has received relatively little attention (7–10). the school year, teachers send in video recordings of class sessions in which they are. delivering a lesson.
That is why secondary schools are introducing compulsory learning of. .The appeal of CLIL to schools lies in the fact that it has great educational potential.
From the 1990s onwards, CLIL became increasingly prioritized as a major educational initiative, culminating in the 2005 EU recommendations that CLIL should be adopted throughout the entire European Union.
Schools that practice mainstreaming believe that students with special needs who . Teacher-student interactions
Schools that practice mainstreaming believe that students with special needs who cannot function in a regular classroom to a certain extent belong in the special education environment. Teacher-student interactions. It has been seen that general educators provide 9. % of their teaching time doing whole class interactions. Mainstreaming or inclusion in the regular education classrooms, with supplementary aids and services if needed, are now the preferred placement for all children.
Both the teachers and students acknowledged that Guidance and Counseling had enhanced student discipline by promoting dialogue, enhancing student performance, guiding on career choices,guiding on social problems.
Regular teachers’ attitudes to the need for additional classroom support for the . National Association of Secondary School Principals, 2, 12–15.
Regular teachers’ attitudes to the need for additional classroom support for the inclusion of students with intellectual disabilities. Journal of Intellectual and Development Disability, 26, 257–273. Ministerial Advisory Committee (2002). Developing inclusive schools: The pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland. European Journal of Special Needs Education, 17, 161–173. Whole school success and inclusive education. New York: Teachers College Press.
teacher? How is mathematics best taught and learnt? Learning to Teach Mathematics in the Secondary. This book looks at worker safety in the changing workplace and the challenge of ensuring a supply. 53 MB·55,384 Downloads·New! STEELS provides a metallurgical understanding of commercial steel grades and the design. Quality Management for the Technology Sector. 06 MB·70,034 Downloads·New! to the planet earth. Many of these environmental pioneers are now teaching in colleges and universities.
In Germany the term secondary school refers to institutions offering courses leading to the Certificate of Maturity (the . This heritage has led in the United States to a single system of elementary and secondary education for the great majority of its students.
In Germany the term secondary school refers to institutions offering courses leading to the Certificate of Maturity (the Reifezeugnis), a qualification for entrance to an institution of higher education. In the United States, education is the responsibility of the individual states; therefore, some variation in structure exists.
Publisher: Phi Delta Kappa Intl Inc (August 1, 1983)
Pages: 35 pages