Examining Teacher Advocacy for Full Inclusion

Autor/in	Bradley-Levine, Jill
Titel	Examining Teacher Advocacy for Full Inclusion
Quelle	In: Journal of Catholic Education, 24 (2021) 1, S.62-82, Artikel 4 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Advocacy; Inclusion; Teaching Methods; Catholic Schools; Catholic Educators; Teacher Leadership; Leadership Styles; Elementary School Teachers; Teacher Attitudes; Teacher Administrator Relationship; Regular and Special Education Relationship; School Culture + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Katholische Schule; Katholische Erziehergemeinschaft; Lehrerfunktionsstelle; Führungsstil; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schulkultur; Schulleben
Abstract	This critical ethnography examined the motivations of, and processes used by teachers to advocate for the inclusion of students with exceptionalities in their Catholic school. Because students with exceptionalities have been marginalized in k-12 Catholic schools, learning more about teachers who have been successful advocates on their behalf is essential to building more inclusive schools, as well as inclusive local and global communities. The findings of this study help to identify some key elements for teacher-led advocacy including practices that align with ethical leadership and that encourage teachers to take risks and pursue passions when there is potential for positive student outcomes. As a result, school culture may be transformed to include more fully those students who have been marginalized within the school or community. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01