Elementary SuperVision and the Supervisor: Teacher Attitudes and Inclusive Education

Evidence has emerged which suggests that as a supervisor, the importance of knowing oneself, and knowing those that he or she is supervising, is vital to the success of the group. We argue that when conflicting values, attitudes, and beliefs are present amongst the members of the group over an issue...

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Veröffentlicht in:	International electronic journal of elementary education 2012-07, Vol.4 (3), p.563-571
Hauptverfasser:	Ryan, Thomas G, Gottfried, Jodi
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Accommodations (Disabilities) Academic Achievement Attitudes Behavior Beliefs Communication (Thought Transfer) Corporate culture Correlation Education Educational Facilities Improvement Educational Quality Evaluative Thinking Faculty Development Inclusion Interpersonal Relationship Learning Negative Attitudes Organizational Culture Positive Attitudes Psychological Patterns Reflection Reflective Teaching Self Concept Self-Knowledge Student Attitudes Student Experience Student Improvement Supervision Supervisors Teacher Attitudes Teaching Methods
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Zusammenfassung:	Evidence has emerged which suggests that as a supervisor, the importance of knowing oneself, and knowing those that he or she is supervising, is vital to the success of the group. We argue that when conflicting values, attitudes, and beliefs are present amongst the members of the group over an issue (inclusion), or over the behaviours of a member (non-inclusive), the entire group can break down. Therefore, to successfully implement a program, such as inclusion, knowing the attitudes of the staffis vital as a program such as this cannot be successful without positive support. [PUBLICATION ABSTRACT]
ISSN:	1307-9298 1307-9298