Teachers' instructional responses to their heterogeneous classes.
Published: 2004
Language: eng
Number of pages: 107
Subjects: Inclusive education.; Elementary school teachers -- Atttitudes.; Individualized instruction.
Description: Thirty regular grade elementary teachers participated in this study. Each teacher was required to complete a Student Rating Form, and to rate the perceived level of curriculum adaptation or modification that was needed by each student. These two checklists resulted in a division of the teachers into four quadrants. The high/high quadrant consists of teachers who recognize the high academic variance of their classes and perceive the need for curriculum adaptations to be high. The high/low quadrant consists of teachers who recognize the high academic variance of their classes and perceive the need for curriculum adaptations to be low. The low/high quadrant consists of teachers who report having classes with low academic variance and who also perceive the need for curriculum adaptations to be high. The low/low quadrant consists of teachers who report having classes with low academic variance and who perceive the need for curriculum adaptation to be low.In this thesis I examine effective teaching practices in inclusive classrooms by analyzing the beliefs of elementary school teachers and the impact that these beliefs have on their instructional practices. I hope to learn why a group of teachers who understand the heterogeneous nature of their classes, believe that they need to make limited curriculum adaptations to help their students to learn.
Notes: Adviser:  Anne Jordan.

Thesis (M.A.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Masters Abstracts International, Volume: 43-03, page: 0659.

MICR copy on microfiche (2 microfiches).