Israeli High School Teachers' Perceptions and Attitudes towards a Pedagogy of Inclusion

Autor/inn/en	Razer, Michal; Mittelberg, David; Motola, Michael; Bar-Gosen, Noa
Titel	Israeli High School Teachers' Perceptions and Attitudes towards a Pedagogy of Inclusion
Quelle	In: International Journal of Inclusive Education, 19 (2015) 9, S.944-964 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1019373
Schlagwörter	Socioeconomic Status; Teacher Attitudes; Secondary School Teachers; Jews; Inclusion; Foreign Countries; Teaching Methods; Classification; Teacher Student Relationship; Behavior Problems; Aggression; Classroom Techniques; Truancy; Punishment; Remedial Instruction; Discipline Policy; Secondary School Students; Academic Achievement; Questionnaires; Israel + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Lehrerverhalten; Jew; Jude; Jüdin; Juden; Inklusion; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Schulabsentismus; Schulschwänzen; Schulverweigerung; Bestrafung; Förderkurs; Disziplinarmaßnahme; Sekundarschüler; Schulleistung; Fragebogen
Abstract	The aim of this study was to investigate attitudes of teachers towards a pedagogy of inclusion in their classroom, focusing on differences between teachers in schools with lower socioeconomic status (SES) populations and those in schools with more affluent students, and between homeroom as opposed to subject teachers. Our study population consisted of 214 teachers from Jewish secondary schools (7th through 12th grade) in Israel's state school system. The schools surveyed were classified by socioeconomic level (high, intermediate, or low). The study demonstrates that teachers in low-SES schools report more inclusive attitudes and behaviour than do teachers in high-SES schools. Another key finding was that homeroom teachers self-report greater inclusiveness than do subject teachers. This finding is very important for the Israeli high school system, since subject teachers constitute roughly 70% of its teaching personnel, whereas students engage with homeroom teachers, on average, no more than 10% of their time in school. In the context of exclusive practices, we found a lack of differentiation between various types of behavioural problems: teachers responded to aggressive or disruptive behaviour in the same manner as they would handle disengagement, truancy, or learning avoidance. Finally, with regard to the form of punishment imposed by schools, a common response encountered in this study was the withholding of remedial instruction in response to problematic behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01