Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016
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Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016
Durham E-TliesesTeachers ' Pedagogies and the 'Special' Curriculum: A Study of the Beliefs and Practices of Teachers That Shape the Ecologies of SLD/P Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016PMLD SchoolsSTEWART. CATHERINE.MARIE,BRODIEHow to cite:STEWART. CATHERINE.MARIE,BRODIE (2016) Teachers’ Pedagogic* * and the ‘Special1 Curriculum: A Study of the Beliefs and Practices of Teachers That Shape the Ecologies of SLD/PMLD Schools. Durham theses, Durham University. Available at Durham E-Th Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016eses Online: hup; * 'till tint .III'.Ilk 11 s.“>3Use policyÌ he full-text luAy he need And/or reproduced, And given 111 third Iixrtios ill nu, forniAtCatherine_Stewart_Final_Ed.D_Thesis_Nov_2016
Or medium, without prior permission Or cliArge. fur perMtnitl research or study, oducatkinid, or not-for-profit purposes provided that•a full bibliogDurham E-TliesesTeachers ' Pedagogies and the 'Special' Curriculum: A Study of the Beliefs and Practices of Teachers That Shape the Ecologies of SLD/P Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016e full-text must not Ire sold in any format or medium without tire formal permission of the copyright holders.Plame consult the full Dur I.un I rh.ues pilin', for further detail*.Catherine Marie Brodie StewartTeachers' Pedagogies and the 'Special' Curriculum: A study of the Beliefs and Practices of Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016Teachers That Shape the Ecologies of SLD/PMLD SchoolsABSTRACTScarce in the academic literature exploring the experiences of teachers within school envCatherine_Stewart_Final_Ed.D_Thesis_Nov_2016
ironments specialising in the education of special educational needs children and disabilities are accounts from teachers working within SLD/PMLD schoDurham E-TliesesTeachers ' Pedagogies and the 'Special' Curriculum: A Study of the Beliefs and Practices of Teachers That Shape the Ecologies of SLD/P Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016ons and consequent pedagogic practices in the context of a naturalistic setting within four SLD/PMLD schools.Three purposes framed this investigation. Firstly, to gain an in-depth understanding of how the pedagogic beliefs and identities of SLD/PMLD teachers are constructed within the framework of t Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016he school-espoused curriculum. Secondly, how teachers' practices emerge as functions of individual ecologies, beliefs and identities through autobiogrCatherine_Stewart_Final_Ed.D_Thesis_Nov_2016
aphy and thirdly how these teachers' identities, ecologies and practices in turn, re-shape the enacted-curricular.Bronfenbrenner's (1979; 1989; BronfeDurham E-TliesesTeachers ' Pedagogies and the 'Special' Curriculum: A Study of the Beliefs and Practices of Teachers That Shape the Ecologies of SLD/P Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016cal narratives unfolded, their influence became less formal in encapsulating how teachers constructed the curriculum as a situated pedagogic experience so local narrative frameworks were utilised.Data sources included multiple individual interviews to enable ecological constructs to unfold, classroo Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016m observations, personal writing, research notes and other salient material. Dialogue between the researcher and participants ensured the rigour of thCatherine_Stewart_Final_Ed.D_Thesis_Nov_2016
e study. Experiences both personal and professional were used as a key to unlock participants' lives with multiple opportunities to critically assess Durham E-TliesesTeachers ' Pedagogies and the 'Special' Curriculum: A Study of the Beliefs and Practices of Teachers That Shape the Ecologies of SLD/P Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016justified opinions and unconscious un-reflected intuitions, submerged within the identities of the teachers and their students. Whilst the importance of individual teachers' micro-ecologies as being unique was apparent in the context of current research in inclusive and specialist education, teacher Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016s’ voices seemed to be heard and listened to only by those working within SLD and PMLD settings, both through choice and almost benign acceptance. PolCatherine_Stewart_Final_Ed.D_Thesis_Nov_2016
itical macro-structures of inclusion were juxtaposed to micro-ideals of inclusive pedagogy and whilst ecological constructs impacted greatly, pedagogiDurham E-TliesesTeachers ' Pedagogies and the 'Special' Curriculum: A Study of the Beliefs and Practices of Teachers That Shape the Ecologies of SLD/P Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016sive Education, this study contributes to deficient and undertheorised notions of SLD/PMLD teachers' narratives and practices. More critically, this thesis makes a significant and original contribution to scholarship concerned with the narration of pedagogic inclusion and how its teacherly embodimen Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016t may foster inclusive classrooms.https://khothu vien .comTeachers' Pedagogies and the 'Special' Curriculum: A Study of the Beliefs and Practices of TCatherine_Stewart_Final_Ed.D_Thesis_Nov_2016
eachers That Shape the Ecologies of SLD/PMLD SchoolsCatherine Marie Brodie StewartThesis Submitted in Fulfilment of the Degree of Doctor of Education Durham E-TliesesTeachers ' Pedagogies and the 'Special' Curriculum: A Study of the Beliefs and Practices of Teachers That Shape the Ecologies of SLD/P Catherine_Stewart_Final_Ed.D_Thesis_Nov_2016DUCTION11.1Background to the Study11.2The Contribution of this Thesis51.3Theoretical Considerations8Durham E-TliesesTeachers ' Pedagogies and the 'Special' Curriculum: A Study of the Beliefs and Practices of Teachers That Shape the Ecologies of SLD/PGọi ngay
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