عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL49469
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
UAE Preschool Teachers' Attitudes toward Inclusion Education by Specialty and Cultural Identity
نام عام مواد
[Thesis]
نام نخستين پديدآور
Afraa Salah Hussain
نام ساير پديدآوران
Loun, Patricia
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Walden University
تاریخ نشرو بخش و غیره
2017
مشخصات ظاهری
نام خاص و کميت اثر
118
يادداشت کلی
متن يادداشت
Committee members: Hananiah, Mona; McBride, Neal
یادداشتهای مربوط به نشر، بخش و غیره
متن يادداشت
Place of publication: United States, Ann Arbor; ISBN=978-0-355-06420-9
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
نظم درجات
Psychology
کسي که مدرک را اعطا کرده
Walden University
امتياز متن
2017
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
Inclusion of children with special education needs into public classrooms in United Arab Emirates applied in 2006. The application of inclusion programs started in high schools, and followed by elementary schools and preschools. Teachers' attitudes toward inclusion evaluated among high school and elementary teachers but not among preschool teachers. The effect of the cultural background of teaching staff on inclusion education not evaluated in a UAE preschool. The purpose of this quantitative study was to examine the effect of educational specialty and culture on teachers' attitudes toward an inclusion education system in United Arab Emirates. The theory of planned behavior of Ajzan (1991) used in this study to explain teachers' attitudes. This quantitative study evaluated teachers' attitudes toward inclusion education through a distributed questionnaire, including a demographics form and a STATIC scale for evaluating teachers' attitudes. A two-factor ANOVA used to test the effects of teachers' specialty and cultural background on STATIC scores. Findings showed a main effect of preschool teachers' cultural identity on their attitudes toward inclusion education. Teachers with Asian identity showed better attitudes toward inclusion education than Gulf identity or African identity teachers. No differences found between preschool teachers' specialty (general and special education teachers) on their attitudes toward inclusion education. This study will contribute to social change by providing valuable knowledge about UAE preschool teachers' attitudes toward the application of inclusion education to improve the inclusion classrooms settings and environment.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Early childhood education; Educational psychology; Middle Eastern Studies; Psychology
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Social sciences;Psychology;Education;Culture;General teachers;Inclusion education;Special education teachers;Static scale;United Arab Emirates
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Turner, Brandon Edward
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Loun, Patricia
شناسه افزوده (تنالگان)
تقسيم فرعي
Psychology
مستند نام تنالگان تاييد نشده
Walden University
شماره دستیابی
شماره بازیابی
1929226810; 10598968
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
