Paradoxes of Online Teaching — Digital Commons Georgia Southern information regarding the experiences of faculty who teach online. Following a qualitative meta-synthesis of faculty experiences with online teaching, Gagne. Issues and techniques — Wiley Online Abstract.
Listening to the Teachers Ann B. Berry, Maggie Gravelle Abstract Special education teachers, through a national survey conducted in 55 rural districts, provided information on the positive and negative aspects of teaching in rural schools.
The special educators were asked what they liked best about their position and what they found challenging.
Some of the themes identified in the analysis centered on positive features of working in rural areas. Characteristics of the rural community fostered family-like relationships with others in their school and in-depth relationships with parents and students.
Half of the teachers also reported they shared the responsibility or took a team approach to delivering special education services, a factor related to teacher satisfaction.
The majority of teachers were satisfied with the instructional aspects of their position but dissatisfied with non-instructional role responsibilities.
Challenges of the position also included role confusion and a lack of resources. Related implications for rural administrators interested in the satisfaction of special education teachers are provided.
The relationship of perceived support to satisfaction and commitment for special education teachers in rural areas. Rural Special Education Quarterly, 31 1 Promoting teacher quality and retention in special education.
Journal of Learning Disabilities, 37 5 Special education teacher retention and attrition: A critical analysis of the research literature.
The Journal of Special Education, 38 1 Working conditions and induction support of early career special educators. Exceptional Children, 70 3- Leaving rural special education positions: Rural Special Education Quarterly, 16 1 NCLB and the demand for highly qualified teachers: Challenges and solutions for rural schools.
Rural Special Education Quarterly, 24 1 Special education teacher quality and preparation: Exposing foundations, constructing a new model.
Exceptional Children, 76 3 Attracting and retaining teachers in rural areas. Evaluating interventions to reduce burnout and improve retention of special educators. Exceptional Children, 62 4 Teacher retention and small rural school districts in Montana. The Rural Educator, 24 2 Supporting inclusive education for students with severe disabilities in rural areas.
Rural Special Education Quarterly, 26 2 Sustaining and retaining beginning special educators: It takes a village. Teaching and Teacher Education, 23, Working in special education: Exceptional Children, 67 4 A study of its effect on rural schools — School administrators rate service options for students with disabilities.Mastropieri, M.
& Scruggs, T. () Co-teaching in inclusive classrooms: a metasynthesis of qualitative research. Exceptional Children, 73(4), Four Co-Teaching Models 1. Station Teaching 2. Parallel Teaching 3. Skills Groups/Supplemental Teaching 4. Differentiated Teaching Groups. Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research This is a structured abstract of a metasynthesis conducted by Scruggs, Mastropieri, and McDuffie, Documents Similar To meta Additional Educational urbanagricultureinitiative.com Uploaded by.
GOZAIN. philosophy of inclusion. Due to the descriptive nature of the research questions asked, a qualitative case study design was used. The research questions were: Co-teaching in inclusive classrooms: A metasynthesis of qualitative research.
Exceptional Children, 73, Co-teaching (quantitative classrooms did not experience 2. Pull-out programs and qualitative) more suspensions compared Behavior: with students with LD in 1. Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques.
Co-Teaching, Collaboration and Teacher’s Role with Families In inclusive classrooms, students with and without disabilities are taught together.