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dc.creatorGreenlees, Linnie Owens
dc.date.accessioned2016-02-15T19:22:42Z
dc.date.available2016-02-15T19:22:42Z
dc.date.created2015-12
dc.date.issued2015-12
dc.date.submittedDecember 2015
dc.identifier.urihttp://hdl.handle.net/2346/66177
dc.description.abstractThe purpose of this study was to explore content teachers’ perceptions of inclusive instruction within a middle school inclusion classroom and determine how their perspectives impact their teaching practices within this setting. This case study examined the perspectives and qualities of two content teachers within an English Language Arts (ELA) inclusion program of a public middle school and sought to identify the philosophies, behaviors, and teaching methods they utilize in planning and delivering instruction in inclusive instructional settings. Potentially, educators will benefit from this study by gaining a better understanding of how content teachers’ perceptions can impact their instructional methodologies and utilize this information to create opportunities for positive collaboration, better training, and administrative support in order to create inclusive classroom settings that will enable students of all ability levels to participate and be successful.
dc.language.isoeng
dc.subjectInclusive instruction
dc.subjectCollaboration
dc.subjectDifferentiation
dc.subjectTeachers’ perceptions
dc.titleTeachers' perspectives on inclusion: The impact on instructional practices
dc.typeThesis
dc.date.updated2016-02-15T19:22:42Z
dc.type.materialtext
thesis.degree.nameDoctor of Philosophy
thesis.degree.levelDoctoral
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorTexas Tech University
thesis.degree.departmentEducation
dc.contributor.committeeMemberBrown, Donna
dc.contributor.committeeChairMorgan-Fleming, Barbara
dc.contributor.committeeChairWalker, Trenia
dc.rights.availabilityUnrestricted.
dc.creator.orcid0000-0002-3387-2353


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