Literaturnachweis - Detailanzeige
Autor/in | Al-Zboon, Eman K. |
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Titel | Current State of the Curriculum in Jordanian Kindergartens for Children with Hearing Impairments |
Quelle | In: Early Child Development and Care, 187 (2017) 11, S.1760-1770 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2016.1187604 |
Schlagwörter | Foreign Countries; Kindergarten; Hearing Impairments; Preschool Curriculum; Preschool Teachers; Content Analysis; Curriculum Research; Lesson Plans; Observation; Semi Structured Interviews; Scheduling; Core Curriculum; Teacher Attitudes; Ambiguity (Context); Special Education; Qualitative Research; Jordan Ausland; Hearing impairment; Hörbehinderung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Inhaltsanalyse; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Lesson planning; Unterrichtsplanung; Beobachtung; Disposition; Kerncurriculum; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Qualitative Forschung |
Abstract | An appropriate curriculum for children with hearing impairments (HIs) is vital in establishing effective educational programmes for such children. This study aimed to describe the current status of the kindergarten (KG) curriculum for children with HIs in Jordan. Content analysis was applied to the curriculum plans and weekly schedules and in-depth interviews with 15 teachers were conducted. The findings revealed confusion and concern regarding the curriculum for children with HIs. One major recommendation is a comprehensive reform process to enhance the current state of the curriculum for children with HIs in Jordanian KGs. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |