Using Mastery Learning to Facilitate the Full Inclusion of Students with the Most Intense Educational Needs within Rural Schools

Passaro, Perry D.; Guskey, Thomas R.; Zahn, Gail

doi:10.1177/875687059401300307

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…Former research in psychology has rooted individual teachers' convictions and beliefs regarding whether students' social class represents a snag inside the idea of "teacher adequacy". Early on, the development of scales to quantify a teacher's viability like Gibson & Dembo, 1984;Passaro et al, 1994 demonstrated a complex idea, with an element of "general teaching viability" mirroring the degree to which a teacher sees outer impediments to successful teaching. Nonetheless, ongoing psychological research has centered around the individual-based element of "individual teaching adequacy" (Tschannen-Moran & Hoy, 2001) and has to a great extent overlooked the "general teaching viability" idea that all the more intently bears on the thought that they, the teachers can have a groundbreaking part in youngsters' lives.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of Semantic Differential Scale to Assess Teachers Belief Towards Socially Disadvantaged Students

2023

JHETP

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This paper intended to record the process of developing and validating a Semantic Differential Scale to assess the teacher's belief on socially disadvantaged students in the Indian context. Social Identity Theory (SIT) and Stereotype Content Model (SCM) has been adopted. Following the new method of developing SDS proposed by Ding et al. (2008), the process resulted in a 15-item scale with a three-factorial structure. The reliability and validity of the scale according to the new method were tested with SPSS 26 and Amos 26, with Cronbach's alpha reliability coefficients greater than 0.962. With good indices on reliability and validity, the instrument is likely to be useful to both academicians and practitioners interested in assessing the addressed context.

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Section: Introductionmentioning

confidence: 99%

Development and Validation of Semantic Differential Scale to Assess Teachers Belief Towards Socially Disadvantaged Students

2023

JHETP

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“…Rural districts have larger struggles as they compass the task of meeting the educational needs of students with disabilities within their neighborhood schools (Sebastian & McDonnell, 1995). Traditionally, students in rural districts that have had more intense educational needs have been served in much more restrictive environments isolating them from their peers without disabilities (Passaro, Guskey, & Zahn, 1994). In rural schools, most teachers know the students and may have even taught them for several years.…”

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confidence: 99%

Who are we Forgetting in the Inclusion Matrix?

Griffith

Cooper

2002

Rural Special Education Quarterly

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In many of our rural school districts, today's inclusion initiative struggles to make a smooth transition from segregating students with disabilities to including them with their age appropriate peers. Efforts have been made to prepare educators, paraprofessionals, administrators and even children with disabilities, but little focus has been placed on the area that will bring about the success of this concept. Most often we have forgotten to adequately prepare the environment in which children with disabilities will spend the majority of their educational day. The general education classroom in many rural school districts is primarily made up of classmates, most without a disability or the knowledge and disposition to accept and include their peers with disabilities in both the educational and social experiences of this environment. The Inclusion Matrix provides a concrete approach to preparing and educating nondisabled peers for the inclusion classroom environment. This model stresses that the interaction of all students both with and without disabilities does not just occur. An effort must be made to nurture an environment within the classroom, which would show caring to those classmates many times alienated and separated from the group. Phases that build on knowledge, understanding, skills for socialization and integration, addressing dispositions as well as our feelings toward all students within the classroom environment are important aspects of this program design. The use of peers to provide much needed support of inclusion may prove to be the most effective resource for the implementation of the inclusion initiative.

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Moving towards a Least Restrictive Environment: A New Direction in Court Decisions

Weiss

Rapport

1996

Rural Special Education Quarterly

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The past ten years has been witness to a movement towards a less restrictive setting for educating students with disabilities. Although earlier court decisions were not always as supportive of inclusive settings, recent court decisions seem to indicate a movement towards supporting more integrated educational settings. The authors of this paper discuss the impact of a number of recent legal decisions regarding least restrictive educational settings and their implications for rural special education.

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Using Mastery Learning to Facilitate the Full Inclusion of Students with the Most Intense Educational Needs within Rural Schools

Cited by 4 publications

References 12 publications

Development and Validation of Semantic Differential Scale to Assess Teachers Belief Towards Socially Disadvantaged Students

Development and Validation of Semantic Differential Scale to Assess Teachers Belief Towards Socially Disadvantaged Students

Who are we Forgetting in the Inclusion Matrix?

Moving towards a Least Restrictive Environment: A New Direction in Court Decisions

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