scholarly journals Motivation to “Keep Pushin’”: Insights into Faculty Development Facilitating Inclusive Pedagogy

2021 ◽  
Vol 40 (2) ◽  
Author(s):  
Kelly Erby ◽  
Melanie Burdick ◽  
Sandra Winn Tutwiler ◽  
Dan Petersen
Keyword(s):  
Faculty Development ◽  
Lived Experiences ◽  
Teaching Practices ◽  
Student Perception ◽  
University Faculty ◽  
Self Confidence ◽  
Peer Approval ◽  
Inclusive Pedagogy ◽  
Inclusive Teaching

This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end when they reflected upon the changes they made. This occurred despite deeply held motivations to change their teaching and make a difference for their students. The participants encountered barriers that centered on feelings related to self-confidence, student perception, and peer approval. Findings include descriptions of these anxieties and the supports that meaningfully helped them push through difficulties and sustain their journeys toward inclusive pedagogy.

Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?

2015 ◽  
Vol 40 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Umesh Sharma ◽  
Laura Sokal
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
Classroom Practices ◽  
Inclusive Classrooms ◽  
Attitudes Toward Inclusion ◽  
Inclusive Classroom ◽  
Significant Relationships ◽  
Positive Attitudes ◽  
Classroom Behaviour ◽  
Inclusive Teaching

This research was undertaken to determine if significant relationships exist between teachers’ self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were observed using a newly developed scale to measure their inclusive teaching practices. Each teacher was observed from 3 to 5 hours on different occasions. Data were analysed using 1-tailed Spearman correlations. Results indicated that teachers who were highly inclusive in their classroom practices tended to have significantly lower degrees of concerns and positive attitudes to inclusion. Implications of the research for policymakers, future researchers, and teacher educators are discussed.

scholarly journals From Traditional Practices to Inclusive Teaching Practices

2014 ◽  
Vol 116 ◽  
pp. 3327-3331
Author(s):  
Paula Escobedo ◽  
Mª Auxiliadora Sales ◽  
Joan A. Traver
Keyword(s):  
Teaching Practices ◽  
Traditional Practices ◽  
Inclusive Teaching

scholarly journals Tales from within: Gifted Students’ Lived Experiences with Teaching Practices in Regular Classrooms

2020 ◽  
Vol 10 (5) ◽  
pp. 137
Author(s):  
Maria P. Gomez-Arizaga ◽  
Marieta Valdivia-Lefort ◽  
Hernan Castillo-Hermosilla ◽  
Thomas P. Hébert ◽  
Maria Leonor Conejeros-Solar
Keyword(s):  
Focus Groups ◽  
Lived Experiences ◽  
Teaching Practices ◽  
National Curriculum ◽  
Gifted Students ◽  
Production Methods ◽  
School Time ◽  
Regular Classrooms ◽  
Positive Experiences ◽  
Traditional Approaches

Gifted students in regular classrooms have fewer opportunities to develop activities that are based on their characteristics as learners and address their needs; however, many of them spend most of their school time in these classrooms. The results presented here were part of a 2-year qualitative project that analyzed 12 Chilean gifted students’ lived experiences in regular classrooms by exploring the factors that foster and hinder their learning through the use of photos, focus groups, and interviews. The results showed students’ discontent with the national curriculum and teaching practices related to rigidity, lack of meaning, and unchallenging assessments. Nevertheless, positive experiences were reported related to teaching strategies, especially when they add novelty and move away from traditional approaches. Waiting experiences were common, but were often seen by students as opportunities for creative production. Methods for engaging gifted students in their learning are highlighted.

scholarly journals Distance Educators Attitudes and Actions towards Inclusive Teaching Practices

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Catherine Cash ◽  
Thomas Cox ◽  
Debbie Hahs-Vaughn
Keyword(s):  
Distance Education ◽  
Teaching Practices ◽  
Online Survey ◽  
Universal Design For Learning ◽  
Faculty Attitudes ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Diverse Student ◽  
Design For Learning ◽  
Inclusive Teaching

As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards sustaining inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty (n = 116) attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) online survey instrument. A Pearson product moment correlation confirmed a statistically significant correlation between faculty attitudes and actions towards inclusive teaching practices. Next, a multivariate analyses of variance (MANOVA) affirmed statistically significant differences between faculty attitudes and actions towards inclusive teaching practices based on gender. The implications of this research and future research recommendations are offered.

scholarly journals The Paradox Of Faculty Development

2011 ◽  
Vol 2 (4) ◽  
pp. 65 ◽  
Author(s):  
Robert L. Minter
Keyword(s):  
Professional Development ◽  
Faculty Development ◽  
University Faculty

This paper explores the weaknesses in university faculty development efforts when compared with corporate professional development practices.  Suggestions are offered to think of faculty development as a process rather than as isolated development activities.

scholarly journals Speed and pressure of handwriting as critical issues of the contemporary age: A research in Italian students in early literacy

2020 ◽  
pp. 104-111
Author(s):  
Simone Aparecida Capellini ◽  
Gabriela Franco dos Santos Liporaci ◽  
Isabela Pires Metzner ◽  
Noemi Del Bianco ◽  
Ilaria D'Angelo ◽  
...  
Keyword(s):  
Early Literacy ◽  
Teaching Practices ◽  
Critical Issues ◽  
Inclusive Teaching

Among the present critical issues that pedagogy and special teaching have to deal with it is possible to notice the contrast between writing and technology, up to the pertinent field of prevention and observation of dysgraphies. The authors present in the following article a study conducted in Italy aimed at evaluating writing, specifically in the speed and pressure parameters in early literacy using NeuroScript Movalyzer Software. The aim is to implement suitable research paths to support the dissemination of observation procedures and inclusive teaching practices, capable of enhancing the fluidity of writing by all students.

scholarly journals Pedagogy training for the development of GTA mindsets and inclusive teaching practices

2020 ◽  
Author(s):  
Caitlin Kepple ◽  
Marakee Tilahun ◽  
Natalia Matti ◽  
Kim Coble
Keyword(s):  
Teaching Practices ◽  
Inclusive Teaching
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