包容性课堂气候发展作为包容性学校建设的基石:审查和观点
1Institute of Sport Sciences, University of Lausanne, Lausanne, Switzerland.
Frontiers in psychology
|September 18, 2023
概括
发展包容性学校需要有效的包容性主流教学 (IMT). 课堂气候是一个关键因素,提供实用指标来支持教师,并提高所有学生的包容性教育成果.
科学领域:
- 教育教育教育教育教育教育.
- 包容性研究 包容性研究
- 课堂管理 课堂管理
背景情况:
- 全球教育政策优先考虑包容性学校,但实际实施落后.
- 包容性主流教学 (IMT) 对多元化的课堂和特殊教育需要的学生至关重要.
- 课堂层面的干预对于发展包容性学校教育至关重要.
研究的目的:
- 审查课堂气候在包容性学校发展中的理论价值.
- 确定与包容性结果相关的课堂气候因素.
- 突出课堂气候指标如何指导IMT发展.
主要方法:
- 现有文献的理论审查.
- 对课堂气候结构的分析.
- 在课堂气候中识别可测量的因素.
主要成果:
- 课堂气候在IMT的发展中起着核心作用.
- 特定的课堂气候因素与包容性结果有关.
- 课堂气候的可测量指标是IMT的务实工具.
结论:
- 包容性课堂气候在IMT和包容性学校成果之间起到调解作用.
- 课堂气候指标有助于实证研究,进度监测和教师专业成长.
- 专注于课堂气候对于支持IMT和促进更具包容性的学校是有效的.
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