HIGH SCHOOL SCIENCE TEACHERS’ CURRICULUM, INSTRUCTIONAL AND ASSESSMENT DECISIONS FOR INCLUSIVE CLASSES
Journal Title: Problems of Education in the 21st Century - Year 2008, Vol 9, Issue 11
Abstract
This study explored high school science teachers’ curriculum, instructional and assessment decisions for inclusive science classrooms. We also attempted to determine the factors that influence their decisions. The sample comprised thirteen science teachers from two high schools in the Midwest of the USA. One of the schools had failed to meet the Academic yearly progress under the federal No Child Left Behind (NCLB) Act in the four years prior to this study because of its Student with Disabilities (SWD) sub-group. Data were collected through a questionnaire and semi-structured interviews. Results show that science teachers’ curriculum, instructional and assessment decisions were influenced by factors associated with accountability and personal interests and preferences of science teaching methods. Although science teachers’ decisions were within the framework that integrates content and practical classroom knowledge for regular classes, such decisions may not promote effective science teaching and learning in inclusive classes. As such, most science teachers exhibited lack of knowledge about effective science teaching in inclusive classrooms. These findings have implications on science teacher education and science teaching in inclusive classrooms.
Authors and Affiliations
Frackson Mumba & Morgan Chitiyo
Keywords
Related Articles
- EP ID EP34600
- DOI -
- Views 338
- Downloads 0
SCIENTISTS’ PERCEPTIONS ON THE NATURE OF NANOSCIENCE AND ITS PUBLIC COMMUNICATION
Some level of understanding of and about nanoscience and nanotechnology (NST) has been suggested as being relevant in up-to-date scientifc literacy for all. Research scientists working in these felds are central in cur...
FOREST IN TEACHER EDUCATION: HOW TEACHER STUDENTS PERCEIVE AND RELATE TO FOREST
In a country like Finland, there has been intensive discussion on the use of forests. Forest has a special meaning for Finnish people and also a significant role in comprehensive education. Teacher education should als...
THE SUBJECTIVE COMPUTER EXPERIENCE OF UNIVERSITY STUDENTS
The subjective computer experience (SCE) construct is defined as a private psychological state reflecting the thoughts and feelings that a person ascribes to some previous or existing computing event. Information and c...
METHODOLOGY fOr iMpLEMEnTinG LEarninG OuTcOMEs in a sTuDY prOGraM as basis fOr fuTurE rEcOGniTiOn Of priOr LEarninG
One of the most important problems of the next decades in the context of lifelong learning is the integration non- formal and informal learning achievements of individuals with formal learning so that non- formal and in...
ARTIFICIAL INTELLIGENCE VERSUS HUMAN TALENTS IN LEARNING PROCESS
To highlight the differences between conventional educational systems and CBLS - computer based learning systems. It is useful to consider CBLS, as the class of a system most closely related to artificial intelligence...