國立虎尾科技大學 |

Teachers' Knowledge, Perceptions, and Practice of Inquiry Within an Inclusive Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teachers' Knowledge, Perceptions, and Practice of Inquiry Within an Inclusive Classroom./
Author:	Binjaweer, Maitha.
Description:	1 online resource (187 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9780355412932

Teachers' Knowledge, Perceptions, and Practice of Inquiry Within an Inclusive Classroom.
Binjaweer, Maitha.

Teachers' Knowledge, Perceptions, and Practice of Inquiry Within an Inclusive Classroom. - 1 online resource (187 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2017.

Includes bibliographical references

The purpose of this study was threefold: (a) to explore teachers' knowledge and beliefs about inquiry within an inclusive classroom, (b) to determine teachers' perceptions of the influence of inquiry within their practice, (c) to examine teachers' challenges and barriers to implementing inquiry within an inclusive classroom. This in-depth case study employed interviews, observations, and focus group discussions to gather qualitative data concerning this phenomenon. The participants included three science teachers (two elementary, one middle school) and one middle school Social Studies and English Language Arts (ELA) teacher. This study took place at a private school in a suburban area in a Midwestern city in the United States.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355412932Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers' Knowledge, Perceptions, and Practice of Inquiry Within an Inclusive Classroom.
LDR:03230ntm a2200349Ki 4500 001 917529
005 20181022104649.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355412932
035 $a (MiAaPQ)AAI10602982
035 $a (MiAaPQ)siu:14251
035 $a AAI10602982
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Binjaweer, Maitha. $3 1191610
245 1 0 $a Teachers' Knowledge, Perceptions, and Practice of Inquiry Within an Inclusive Classroom.
264 0 $c 2017
300 $a 1 online resource (187 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: John McIntyre.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was threefold: (a) to explore teachers' knowledge and beliefs about inquiry within an inclusive classroom, (b) to determine teachers' perceptions of the influence of inquiry within their practice, (c) to examine teachers' challenges and barriers to implementing inquiry within an inclusive classroom. This in-depth case study employed interviews, observations, and focus group discussions to gather qualitative data concerning this phenomenon. The participants included three science teachers (two elementary, one middle school) and one middle school Social Studies and English Language Arts (ELA) teacher. This study took place at a private school in a suburban area in a Midwestern city in the United States.
520 $a The study findings showed the complexity of understanding teachers' perceptions and how teachers' beliefs conflicted with their practice. Teachers held different views about the meaning of inquiry and most lacked a solid understanding of the process of inquiry; this could be attributed to a lack of relevant professional development during their preparation program or education. Some teachers believed that having students with different abilities and skill levels was more challenging than implementing inquiry. However, most of the teachers were unsure about what inquiry was. The science teachers expressed more sustentative substantive challenges with implementing inquiry, standards, and literacy.
520 $a The results of this study suggest that educators clarify the meaning of inquiry and simplify the process of implementing it with the assistance of definitive professional development. Teacher educators need to provide a course for teaching methods that implement inquiry in conjunction with inclusive education to especially improve science education. When implementing inquiry, teachers need to recognize the importance of challenging students to think by providing critical-thinking questions in a non-threatening way.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Southern Illinois University at Carbondale. $b Curriculum and Instruction. $3 1179923
773 0 $t Dissertation Abstracts International $g 79-02A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10602982 $z click for full text (PQDT)