Literaturnachweis - Detailanzeige
Autor/inn/en | Danner, Natalie; Fowler, Susan A. |
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Titel | Montessori and Non-Montessori Early Childhood Teachers' Attitudes toward Inclusion and Access |
Quelle | In: Journal of Montessori Research, 1 (2015) 1, S.28-41 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2378-3923 |
Schlagwörter | Montessori Schools; Preschool Teachers; Teacher Attitudes; General Education; Comparative Analysis; Disabilities; Teacher Surveys; Faculty Development; Special Education; Attitudes toward Disabilities; Knowledge Base for Teaching; Teacher Education; Inclusion; Statistical Analysis Montessori-Schule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung; Inklusion; Statistische Analyse |
Abstract | Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes toward including children with disabilities and providing these students access to the curriculum. Both groups reported similar and positive system-wide supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described. (As Provided). |
Anmerkungen | American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |