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dc.contributor.advisorLupart, Judith L.
dc.contributor.authorHenry, Ronda L.
dc.coverage.spatial200000600en
dc.coverage.spatial2000002869en
dc.date.accessioned2005-07-29T21:21:58Z
dc.date.available2005-07-29T21:21:58Z
dc.date.issued1996
dc.identifier.citationHenry, R. L. (1996). Educators' attitudes toward inclusive education: a comparison of teachers' and administrators' attitudes (Unpublished master's thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/22084en_US
dc.identifier.isbn0612187543en
dc.identifier.urihttp://hdl.handle.net/1880/29189
dc.descriptionBibliography: p. 114-126.en
dc.description.abstractThis study examined the correlation between school-based administrators' attitudes toward inclusive education and the attitudes of the teachers on their staffs. A total of 514 educators from across Alberta were surveyed, and 37 of these educators participated in individual interviews. The hypothesis that a significant correlation would be found between administrators' and teachers' attitudes toward inclusion was not supported. Significant differences on attitudes toward inclusion were noted. Specifically, it was found that school-based administrators held more positive attitudes toward inclusive education than did teachers. As well, female educators, elementary educators, and educators from Inclusive school districts held generally more positive attitudes than their counterparts. Types of administrative supports identified by educators as necessary for inclusion were also investigated. Educators typically identified a need for Instrumental and Emotional supports more often than Appraisal and Informational supports. Further, educators indicated general dissatisfaction with the levels of administrative supports currently being provided.
dc.format.extentxii, 151 leaves ; 30 cm.en
dc.language.isoeng
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.lccLC 4031 H46 1996en
dc.subject.lcshHandicapped children - Education
dc.subject.lcshMainstreaming in education
dc.titleEducators' attitudes toward inclusive education: a comparison of teachers' and administrators' attitudes
dc.typemaster thesis
dc.publisher.institutionUniversity of Calgaryen
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/22084
thesis.degree.nameMaster of Science
thesis.degree.nameMS
thesis.degree.nameMSc
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Calgary
dc.identifier.lccLC 4031 H46 1996en
dc.publisher.placeCalgaryen
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1035 520538463


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University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.