HIGH SCHOOL SCIENCE TEACHERS’ CURRICULUM, INSTRUCTIONAL AND ASSESSMENT DECISIONS FOR INCLUSIVE CLASSES

TitleHIGH SCHOOL SCIENCE TEACHERS’ CURRICULUM, INSTRUCTIONAL AND ASSESSMENT DECISIONS FOR INCLUSIVE CLASSES
Publication TypeJournal Article
Year of Publication2008
AuthorsMumba, F, Chitiyo, M
JournalProblems of Education in the 21st Century
Volume9
Start Page74-80
Date PublishedNovember/2008
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 874267
Keywordsassessment, curriculum, science education
Abstract

This study explored high school science teachers’ curriculum, instructional and assessment decisions for inclusive science classrooms. We also attempted to determine the factors that influence their decisions. The sample comprised thirteen science teachers from two high schools in the Midwest of the USA. One of the schools had failed to meet the Academic yearly progress under the federal No Child Left Behind (NCLB) Act in the four years prior to this study because of its Student with Disabilities (SWD) sub-group. Data were collected through a questionnaire and semi-structured interviews. Results show that science teachers’ curriculum, instructional and assessment decisions were influenced by factors associated with accountability and personal interests and preferences of science teaching methods. Although science teachers’ decisions were within the framework that integrates content and practical classroom knowledge for regular classes, such decisions may not promote effective science teaching and learning in inclusive classes. As such, most science teachers exhibited lack of knowledge about effective science teaching in inclusive classrooms. These findings have implications on science teacher education and science teaching in inclusive classrooms.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=874267
Refereed DesignationRefereed
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