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The Perceived English Writing Needs of Non-Primary English International Doctoral Students at R1 Universities Across the United States
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In: Doctoral Dissertations (2021)
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| 22 |
Validation of the short version of the dimensional inventory for child development assessment
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2021)
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| 23 |
"The Lady from North Carolina": The Perils and Limitations of External Expertise
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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| 24 |
Defining Inclusion: Surveying Educator Perceptions and Practices in Chile
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In: Doctoral Dissertations (2021)
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Abstract:
Despite earlier attempts to arrive at unified theories or conceptualizations, the international literature on inclusive education has increasingly documented the proliferation of operationalizations of inclusion in and even within single instances of policy, research, and practice, and called for further scholarly attention to such subjectivity. Specifically, there is a dearth of international research linking definitions to perceptions to practices within special and/or inclusive education, and findings on the efficacy of interventions to promote inclusive education practices in Spanish-speaking contexts or literature are similarly sparse. This study investigates how Latinx educators in K-12 schools conceptualize and practice inclusion with respect to special education needs (SEN) in Chile, the locus of one of the most segregated, free-market education systems in vi the world. It is the first linking educator definitions, perceptions and pedagogical knowledge of inclusion as well as SEN in Chile, validating a comparative special education research instrument for Spanish-speaking education stakeholders interested in how schools and educators approach enacting inclusive praxis. This convergent mixed methods crossectional survey study used the International Survey of Inclusion in Education to gather qualitative and quantitative responses from educators across Chile about their definitions and perceptions of inclusion and special education needs, as well as practical strategy knowledge. A total of 660 individuals accessed the self-administered online survey; based on consent and completion of items, the Likert scale responses from 476 participants were retained in the quantitative analysis, while 468 participants’ definitions of inclusion were reviewed in the qualitative analysis. The findings suggest that in Chile, definitions of inclusion reflect the wide range of influences on educator practice: national legal policy, national grassroots civil rights activism led by student movements for quality, equitable access to free public schooling, and international economic and social hegemony authored by imperial world powers. Educators have a generally positive perception of inclusion and special education needs, but this is inversely related to their self-appraised strategy knowledge related to special education needs—particularly in the case of special educators. The implications for equity-based, intersectional inclusive education within and beyond the territory of Chile are discussed.
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Keyword:
and Multicultural Education; and Research; Bilingual; Chile; disabilities; Disability and Equity in Education; Educational Assessment; Evaluation; Inclusion; International and Comparative Education; Multilingual; Special Education and Teaching; special education needs; survey; teacher attitudes; teacher knowledge
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URL: https://scholarworks.umass.edu/dissertations_2/2163
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3296&context=dissertations_2
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| 25 |
Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 26 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
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In: Dissertations (2020)
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| 27 |
Factor Structure of Multicultural Teaching Competency Scale for School-teachers in Hong Kong
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In: Australian Journal of Teacher Education (2020)
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| 28 |
Focus on Friendship or Fights for Civil Rights? Teaching the Difficult History of Japanese American Incarceration through The Bracelet
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In: Education Publications (2020)
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| 29 |
Self-efficacy within an individualized approach to improving language learners’ self-regulated learning strategies
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In: World Languages and Cultures Publications (2020)
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| 30 |
Impact on Teacher Beliefs about Emergent Bilinguals’ Mathematical Learning
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In: Education Publications (2020)
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| 31 |
A Step Toward the Assessment of English as a Lingua Franca
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In: English Publications (2020)
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| 32 |
Much Bigger Than a Hamburger: Disrupting Problematic Picturebook Depictions of the Civil Rights Movement
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In: Education Publications (2020)
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| 33 |
“This is why nobody knows who you are:” (Counter)Stories of Southeast Asian Americans in the Midwest
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In: Education Publications (2020)
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| 34 |
No.8, July 2020: Examining English Learners’ College Readiness and Postsecondary Enrollment in California
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In: Education and Policy Briefs (2020)
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| 35 |
Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study
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In: Reports (2020)
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| 36 |
MacArthur-Bates Communicative Developmental Inventories (CDI): A Research Synthesis Evaluating Children at 2-36 months
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In: MA in Linguistics Final Projects (2020)
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| 37 |
The Representation of Majors in Purdue University Study Abroad Programs
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In: The Journal of Purdue Undergraduate Research (2020)
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| 38 |
The IBC-Why Model: Juggling structure and rhetorical theory in the first-year composition classroom
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In: Masters Theses (2020)
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| 39 |
The Use of Reading Strategies in Second Language Adult Learners
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In: Electronic Thesis and Dissertation Repository (2020)
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| 40 |
Seeing Formative Assessments from a Broad Perspective
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In: The Nebraska Educator: A Student-Led Journal (2020)
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