Abstract/Notes: Includes three case studies

Language: English

ISSN: 1071-6246

Language: English

Language: English

Abstract/Notes: This study was concerned with the emergence of a new form of private school in the United States and particularly within the state of California, the new independent school, and with the parents of children attending these schools. The problem of the study was to highlight and define the existence of new independent schools; to identify their characteristics; to determine their scope and influence; to establish their potential contributions to the public school system; and to describe the backgrounds, motivations, and educational expectations of the parents supporting such schools.

Language: English

Published: Los Angeles, California, 1975

Language: English

Language: English

Abstract/Notes: When founders retire; includes two case studies.

Language: English

ISSN: 1071-6246

Abstract/Notes: Child's Way Jewish School (West Orange, New Jersey); Bayt Yeladeem Children's House (Elkins Park, Pennsylvania); Islamic School of Seattle (Seattle, Washington); Way of the Shepherd Catholic Montessori (Minneapolis, Minnesota)

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.

Language: English

Published: Stillwater, Oklahoma, 2006