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dc.contributor.authorStarkman, Mary-Martha R.en_US
dc.date.accessioned2009-07-14T19:41:40Z
dc.date.available2009-07-14T19:41:40Z
dc.date.issued2006-07-14T19:41:40Z
dc.identifier.urihttp://hdl.handle.net/10464/2288
dc.description.abstractLittle research has been done on inclusive education in the context of the Jewish day school general studies classroom. This qualitative case study research examines the inclusive teaching experiences of 2 general studies teachers in their respective grade 4 classrooms in 2 traditionally structured dual curriculum Jewish day schools. Data analysis of qualitative open-ended interviews, classroom observations, postobservation discxissions, and school and formal curriculum documents yielded understandings about the participants' inclusive practice and the challenges of the traditional Jewish day school structure. Eight themes that emerged related to understandings and questions about time limitations, an emphasis on efficiency, the day school structure, inclusion models, the need for increased teacher collaboration, and tension between curriculum-as-plan and curriculum-as-lived. Discussion of the findings suggests the need for further research in inclusion and integrated curriculimi in order to better understand possible restructuring of the traditional Jewish day school fi-om the time efficiency constrained dual curriculiun structure to a more flexible structure conducive of a meaningful and dynamic lived curriculum.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectInclusive education.en_US
dc.subjectJewish day schools.en_US
dc.titleInclusive teaching practice in the Jewish day school: general studies teachers' experiences /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-08-07T01:48:26Z


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