Tesis sobre el tema "Inclusion into middle school"
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Bowers, Clinton Todd. "Effectiveness of inclusion in an Indiana middle school". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/709.
Lomurno, Maryellen. "Roles and expectations in inclusion /". Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
Cooney, James M. "Middle school teachers perspectives on inclusion: a qualitative study". FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/2524.
Benjamin, LaToya Keyona. "Differentiated Instruction in Middle School Inclusion Classrooms to Support Special Education Students". ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7964.
Hack, Alan Jay. "Pennsylvania Middle School Principals' Attitudes toward the Inclusion of Students with Disabilities in the Regular Education Classroom". Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670314.
The purpose of this quantitative study was to examine the attitudes of Pennsylvania public middle school principals toward the inclusion of students with disabilities in the regular education classroom. This study focused on factors that may affect the attitudes of middle school principals toward inclusion and on the relationship between these attitudes and the recommended appropriate placement of students with disabilities. A total of 135 middle school principals completed a modified version of Praisner's Principals Inclusion Survey. That data was analyzed using various descriptive statistics and correlation coefficients. Results showed that the majority of middle school principals in the state of Pennsylvania have positive attitudes toward inclusion. Although no statistically significant relationships were found between principals' attitudes toward inclusion and demographics, training, and credits (p > .05), the results suggested that middle school principals with special education teaching experience and special education credits are more likely to have favorable attitudes toward inclusion. A significant relationship was discovered between middle school principals' attitudes and their experience with students with disabilities (r = .195, p = .023). Similarly, a positive correlation was identified between the principals' experience with students with disabilities and their recommendation for the most appropriate placement (r = .438, p = <.0001). As a result, a recommendation from this study is for school district and higher education officials to ensure principals are equipped with the knowledge, expertise, and attitudes to successfully lead inclusive schools.
Alexander, Jack. "Concerns of middle and high school teachers toward inclusion of students with exceptional education needs". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf.
Holmes, Calandra C. "Effect of Coteaching on the Achievement of Middle School Students With Disabilities". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5722.
Meadows, Michelle Lee. "A Case Study On Co-Teacher Noticing Within A Seventh Grade Classroom". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1462956685.
Forrester, Stacey O. "Relationships Among Middle School Teachers' Perceptions Regarding Inclusion of Students with Disabilities in General Education Classrooms". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2049.
Goodrow, Marcie Anne. "A Study of Teachers' Challenges with the Inclusion of Middle and High School Students with Autism". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2657.
Hawkins, Ruth Carol. "The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/864.
Williams, Lilly Jacqueline 1964. "Membership in inclusive classrooms: Middle school students' perceptions". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282410.
Marks, Lori J. "Increasing Reading Performance in Inclusive Middle School Classrooms". Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3571.
Johnson-Harris, Kimberly M. "THE EFFECTS OF UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC ENGAGEMENT OF MIDDLE SCHOOL STUDENTS". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/827.
Restivo, Janet DiMaria. "An Analysis of a Title I Inclusive Middle School Program in Texas over a Three Year Period: A Case Study". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc501170/.
Young, Cheryl. "FROM SECLUSION TO INCLUSION: A COMPARATIVE CASE STUDY OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN MIDDLE SCHOOLS". Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3139.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
Ward, Albert Ray Jr. "Inclusion: an analysis of middle school teachers attitudes toward the integration of students with disabilities into the regular classroom". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/612.
Stone, Bessie Gay. "The affordances of online multiplayer games for the social interactions of middle-primary-school-aged students with ASD". Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/f4cd5a0358eeade34196f4ed94bfdb85f780eb4108a9034804b99186e2536199/3529400/STONE_2018_The_affordances_of_online_mulitplayer_games.pdf.
Ogilvie, Christine. "THE IMPACT OF VIDEO MODELING AND PEER MENTORING OF SOCIAL SKILLS FOR MIDDLE SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS IN IN". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3775.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
Moores-Abdool, Whitney. "The Use of Curriculum Modifications and Instructional Accommodations to Provide Access for Middle School Students with Autism to the General Curriculum". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/374.
Ashby, Christine E. ""Cast into a cold pool" Inclusion and access in middle school for students with labels of mental retardation and autism /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
Ziegler, Lauran. "DIFFERENTIATING READING INSTRUCTION FOR SPECIAL EDUCATION STUDENTS IN AN INCLUSIVE MIDDLE SCHOOL: COMPARING TEACHER KNOWLEDGE AND APPLICATION". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2149.
Baylis, Juvinell. "Promoting Inclusive Schools: A Case Study of Leadership Experiences of the Middle School Chairpersons for Special Education Service". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/937.
Phelan, Michelle P. "General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms". Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816481.
While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in general education contexts (Carter et al., 2016). This study was designed to investigate teachers’ experiences and perceptions with inclusion in general education science classrooms. While students with disabilities are generally included in general education science classrooms today, statistics show students with disabilities are graduating from high school unprepared to major in science-related fields or to enter the workforce in science-related careers (Brusca-Vega, Alexander, & Kamin, 2014). Therefore, the content area of science was targeted for the purposes of this study. Five similar school districts in southwest Missouri were selected for this study. Middle school science and special education teachers were interviewed to obtain perceptions concerning inclusion of students with disabilities in general education science classrooms. Information gathered was compared with the literature reviewed to identify themes, ensure validity, and ascertain conclusions. After analyzing the data, it was revealed all students benefit both academically and socially when effective inclusive practices are incorporated in general education science classrooms. These benefits are dependent upon teachers’ self-efficacy and attitudes and collaboration between and among special education and general education teachers. Paraprofessional support for students with disabilities can contribute to successful inclusion in general education science classrooms.
Hellman, Deborah W. "Implementing differentiated instruction in urban, Title I schools: effects of facilitated support groups and program fidelity on student achievement". [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002204.
Wilcox, Michael Steven. "Assessing attitudes of administrators, core content teachers, and special education teachers at the middle school level toward the inclusion of special education students into general education classes". Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-163609/.
Hilit, Maizel. "Management of inclusion in mainstream schools : effect of the organizational culture and the leadership style of the headteacher on the operation of inclusion policy in Israel : a study of middle schools in one city". Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30898.
Elgameil, Selma y Mathilda Hermansson. "Vet Emir vad ett ventillock är? –En språkvetenskaplig textanalys av två läromedel i svenska som andraspråk". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92523.
O'Brien, Christopher. "INVESTIGATION OF THE IMPACT OF VIDEO-BASED ANCHORED INSTRUCTION ON THE IMPLEMENTATION OF INCLUSIVE PRACTICES BY STUDENTS WITH LE". Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3339.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education: Ph.D.
Jeffers, Corinne. "Special Education Teachers' Voices on Co-Planning in a Suburban School District". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4737.
McGill, Robert James. "Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students". UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/850.
Whitney, Erin H. "Multimodal composition as inclusive pedagogy| An inquiry into the interplay of race, gender, disability and multimodality at an urban middle school". Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158583.
At a time when state standards and assessments drive educational policy and literacy is defined as print-based, students who don’t meet external benchmarks for developing skills along what is considered to be a “normal trajectory” are often seen as “at-risk” or diagnosed with learning disabilities. While there may be real variations in the ways that individuals learn, schools have a responsibility to offer a variety of pedagogical approaches in order to meet the needs of all children within an inclusive setting. This practitioner research dissertation seeks to better understand the ways that students identified as having learning disabilities create and communicate using a variety of modes including narrative writing, dance, and digital composition. Using qualitative data collected over the course of a school year while teaching full-time at an urban school with a folk arts focus, the author looks closely at the multimodal writing practices of four Black middle school girls identified as having learning disabilities. Drawing upon a theoretical framework rooted in Disability Studies/ Critical Race Theory (DisCrit) and New Literacy Studies, this study investigates the ways that students use multimodal composition to construct identities as able learners, thereby challenging deficit orientations at the intersection of race, gender and ability. By examining the artifacts that these students created over the course of an academic year as well as their reflections, and by extending a definition of literacy to include multimodal representations of knowledge, the relationships between curriculum and identity are explored. Findings reveal a complex interplay between multimodal composition and collaboration, and suggest that curriculum embedded with multiple modes for representing knowledge can create pathways to culturally relevant and inclusive pedagogy, and contribute to the construction of powerful writing identities.
Voytecki, Karen S. "The effects of hand fidgets on the on-task behaviors of a middle school student with disabilities in an inclusive academic setting". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001142.
Ogilvie, Christine Rose. "The impact of video modeling and peer mentoring of social skills for middle school students with autism spectrum disorders in inclusive settings". Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002306.
Olsson, Ann-Sofie. "Specialpedagogiskt stöd till grundskollärare med integrerade grundsärskoleelever : Att skapa förutsättningar för elevers lärande". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68269.
Bettendorff, Franck. "L’école inclusive et les dispositifs pour élèves à « besoins éducatifs particuliers » : scolarisation ou scolarité ? : l’exemple des EFIV ou la déconstruction d’une catégorie scolaire essentialiste". Electronic Thesis or Diss., Paris 8, 2022. http://www.theses.fr/2022PA080010.
The phenomenon of inconstant school attendance by pupils who have been termed “EFIV” (“children of itinerant and transient families”) since 2012 by the French Ministry of Education has led us to question not only a public classification but also policies and apparatuses pertaining to them. The research presented herein is a department-wide analysis of an area where a school attendance policy for this group has been applied for over ten years. By questioning the categories of research which in the past served to assess sporadic school attendance by “traveler” or “Gypsy” children, this analysis deconstructs the anthropological explanations concerning resistance to writing, to objectivating processes and to scholastic skills. Based on a qualitative survey mainly established via interviews with middle school children and their parents, the analysis likewise indicates how pupils’ situations cannot be reduced to mere family practices alone but also integrates the pupils’ differentiated roles, as per the diversity of their relationships to school, to scholastic knowledge and to the future. This same analysis also covers the roles played by the scholastic institutions themselves. Since some pupils remain insufficiently schooled, while others, even though attending school, never acquire middle school knowledge sets, it was necessary to create a distinction between schooling (the pupils’ use of scholastic knowledge) and school attendance (their presence in class). Last of all, through the analysis of a collection of documents and interviews with personnel, this thesis explores institutional action as an apparatus and challenges the policy of “the inclusive school”
Gomes, Ana Elizabeth Gondim. "Alunos com síndrome de Down em escolas municipais de Barueri (SP): a inclusão escolar segundo seus professores". Universidade Presbiteriana Mackenzie, 2009. http://tede.mackenzie.br/jspui/handle/tede/1745.
Fundo Mackenzie de Pesquisa
The aim of this study was to evaluate and learn more about the inclusion process of children with Down syndrome in elementary and middle school (1st through 9th grades), in the public schools of Barueri (São Paulo), as viewed by the teachers of at least one student with Down syndrome in their classroom. 16 (sixteen) teachers participated in this qualitative study, through a semi-structured interview, followed by transcription and classification of the interviews and discussion of the data. The results of the interviews point to important facts regarding the inclusion process of these students, in respect to their development, their teachers actions, the relationship between teachers and their families, as well as the support and specialized orientation received by the teachers and these students.
O presente trabalho teve por objetivo conhecer e avaliar algumas condições da inclusão de alunos com síndrome de Down, do Ciclo I do ensino fundamental, na rede regular de escolas públicas municipais de Barueri - São Paulo, sob a ótica dos professores regentes de classes comuns que tivessem pelo menos um aluno com síndrome de Down. A pesquisa de campo foi realizada em Barueri (SP) e envolveu 16 professores. Adotou-se a abordagem qualitativa, tendo sido realizadas entrevistas semi-estruturadas, seguindo um roteiro formulado previamente. Após as entrevistas foi realizada a transcrição de depoimentos, a categorização dos elementos mais significativos e a discussão dos dados encontrados. Os resultados dos depoimentos apontaram importantes fatores relacionados ao processo de inclusão escolar dos alunos, notadamente a respeito do seu desempenho, das ações desenvolvidas pelos professores, das relações entre professores e familiares dos alunos, além da orientação e apoio especializado prestados aos professores e alunos. Os resultados obtidos poderão subsidiar importantes decisões, tanto por parte dos gestores quanto dos professores das classes comuns.
SOYEGE, FOLAKE. "Exploring the Roles of Parents and Teachers for Intervention for Inclusive Education of Children in Need of Support in Low & Middle Income Countries of the Southern Region of Africa. A Systematic Literature Review from 2011-2020". Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48226.
The defense of the thesis took place via zoom. My examiner sent the link for all the students in the group due for the presentation on the 19th of March, 2020 via ping pong
Perry, David Alan. "The Effect of Differentiated Musical Parts on the On-Task Behavior, Classroom Performance Time, and Attitude of Students in an Inclusive Urban Middle School Band Class". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392734944.
Dingus, Meggan Holli. "Comparing the Effect of Pedagogical Approaches to Teaching Multiplication and Divison of Fractions". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1620311488979758.
Buard, Karine. "L’évaluation et la qualité au service de l’école inclusive". Thesis, Paris 10, 2020. http://faraway.parisnanterre.fr/login?url=http://bdr.parisnanterre.fr/theses/intranet/2020/2020PA100012/2020PA100012.pdf.
The French education system currently faces a triple requirement: 1) a paradigm of inclusion that replaces that of integration, 2) a school of quality for all that constitutes an additional requirement in relation to the objective of success for all, 3) a redefinition of responsibilities at each level of the system. Under these conditions, educational programs for students with special educational needs (SEN) are a key instrument for an inclusive and quality school. This PhD thesis deals with the secondary school level, which national responsibles have entrusted with taking up this challenge. To do this, their stakeholders still have to adapt their practices. The aim was to question the levers they can pull in order to meet the requirements of quality, inclusion and empowerment and to consider, in the light of this set of requirements, the involvement of institutions in a process of continuous quality improvement. The PhD thesis, organized into four articles, is based on a study of the educational programs offered by French public middle schools to gifted students. The first three articles analyze different components of these educational programs for students with SEN: first the assessment of the needs of gifted students by middle school headmasters, secondly the individual support of these middle school students by an adult in the second, and thirdly the factors behind their academic satisfaction. This analysis leads to the development of a self-assessment tool for schools, i.e. a model for evaluating the quality of educational programs for students with SEN, which is presented in the last article
Lofgran, Brandi Lue. "Science Self-Efficacy and School Transitions: Elementary School to Middle School and Middle School to High School". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3669.
Crouch, Roderick H. W. "Middle school leadership : the role of the head of middle school /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19546.pdf.
Kong, Chi-shing David. "Teachers' attitudes towards inclusion". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.
Ozgeldi, Meric. "Middle School Mathematics Teachers". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.
use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books. The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class
and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems. In examining the process of teachers&rsquo
use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students&rsquo
characteristics.
Kong, Chi-shing David y 江志成. "Teachers' attitudes towards inclusion". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.
Arnold, Linda N. R. "The Inclusion Puzzle: A Case Study of Inclusion in a Rural Elementary School". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195959.
Martinie, Sherri L. "Middle school rational number knowledge". Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/281.
Donaghey, Mary V. "Resilience Among Middle School Students". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283857/.
Noonan, Andrea. "Middle School Teachers' Technology Integration". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5916.