No description available.

No description available.

No description available.

The purpose of this study was to examine the relationship between teacher efficacy and attitudes of secondary general education teachers towards teaching learning disabled students in the inclusive classroom setting. An online survey, along with a telephone interview was conducted with secondary teachers as a means to gathering data regarding teacher attitudes and efficacy toward inclusion. Results from the online survey suggested that secondary teachers have both positive and negative attitudes toward inclusion. These attitudes varied when it came to issues of making accommodations and modifications for disabled students, whether part time or full time in the inclusive classroom setting. Responses to items concerning sufficient/insufficient training to teach disabled students brought about differences in responses from male and female participants. The female respondents were undecided as to whether or not they had sufficient training to teach learning disabled students in the inclusive classroom setting. The female respondents also were undecided as to whether or not more undergraduate classes would have given them more confidence working with learning disabled students in the inclusive classroom. As for efficacy, making adaptations, and training, female teachers tended to have a greater degree of confidence in teaching disabled students in the regular classroom setting in comparison to the male teachers whose confidence levels were lower than their female counterparts. The same can be seen with the rural and urban/suburban teacher groups in regards to adaptations and training. Both urban/ suburban teachers tended to project positive attitudes towards making accommodations and modifications for disabled students. They tended to respond in a positive manner when it came to modifying teaching style and adapting the curriculum for disabled students in the inclusive classroom setting. Results from the telephone interview survey concluded that secondary teachers feel that inclusion works for some disabled students, but not others. Some respondents felt that inclusion is responsible for teachers “dummying down” lessons. The respondents also suggested that they have had positive, as well as, negative experiences with inclusion. The positive experiences included making methodological and curricular changes in teaching styles, employing best teaching practices, and reorienting the way assignments are given. The respondents found these changes to be positive for all students, which in turn, helped to change the mindset that lessons were being “dummied down.” Negative experiences included not having a voice in which students would benefit from the inclusion construct. This study concluded that inclusion does have its benefits, as well as it flaws, but its success rests on the attitudes of the teachers in the classroom. The study also concluded that a relationship does exist between teacher self-efficacy and teacher attitudes as they relate to teaching learning disabled students in the inclusive setting. / Ph. D.

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Education / Master / Master of Education

No description available.

Disability Mainstreaming zielt (analog zu Gender Mainstreaming) darauf, Anliegen und Bedürfnisse der Personengruppe "Menschen mit Behinderung" nicht allein in den für diese Gruppe offensichtlich wichtigen Bereichen anzusprechen, sondern sie in allen gesellschaftspolitischen Handlungsebenen mitzudenken und dementsprechende Forderungen umzusetzen. Dabei wird ‚Behinderung‘ vorrangig als soziale Konstruktion interpretiert, die mit der Erfahrung von Diskriminierung und Exklusion einhergeht.

Das internationale Konzept Gender Budget wurde entwickelt als Strategie zur Herstellung von Geschlechtergerechtigkeit in und mit öffentlichen Haushalten. Seine Wurzeln liegen in der internationalen Entwicklungspolitik ebenso wie in der Frauen- und Geschlechterforschung. Als finanzpolitische Komponente des universalen Programmes Gender Main-streaming erzielte es seinen öffentlichen Durchbruch seit der 4. Weltfrauen-konferenz 1995 in Peking. Die Europäische Union hat sich das Gedankengut zu eigen gemacht, in ihren Verträgen und Richtlinien juristisch festgeschrieben und somit den Mitgliedsstaaten zur Realisierung aufgetragen. In Deutschland erfolgt die Implementierung bisher eher punktuell und dilatorisch, so dass das Konzept auch Jahre nach seiner Entstehung nur wenige praktische Beispiele hervorgebracht hat. Hierunter befinden sich auf der operativen Ebene bereits einige Öffentliche Bibliotheken. Diesen mangelt es nicht an Erfahrung mit Reformprozessen – vom Wandel des Medienmarktes bis hin zu den Verwaltungsreformen. Bibliotheken erheben traditionell umfangreiches Datenmaterial und sind geübt im Umgang mit den Erfordernissen von Frauenarbeitsplätzen. Auf dieser Grundlage erweisen sich die Öffentlichen Bibliotheken als geeigneter Gegenstand für die Untersuchung von Bedeutung und prospektiven Auswirkungen des neuen Konzeptes. Nutzerschaft und Personal werden einer Gender-Analyse unterzogen und die Ansatzpunkte für künftige Gender Budgets explizit herausgearbeitet. Deutlich sichtbar wird hierdurch der Handlungsbedarf, der zu geschlechtergerechten Reformen führen soll. Der methodische Gender Budgeting-Prozess bedarf der Initiierung durch Politik und Verwaltungsspitze, um als Top-down-Prozess mit der erforderlichen Nachdrücklich-keit wirksam zu werden. Und er benötigt umfassenderes Datenmaterial aus allen Verwaltungsabteilungen zur Herstellung von Transparenz und zur gendergerechten Verteilung der Finanzmittel innerhalb des kommunalen Haushaltes. / The international concept of gender budget has been developed as a strategy to create gender equality for and with public funds. It is rooted in the international development policy as well as in gender studies. As a financial policy component of the universal programme of gender main-streaming it has had its public break-through since the 4th international women’s conference in Beijing in 1995. The European Union has adopted the ideas and stipulated them in its contracts and guidelines and, thus, entrusted the member states to put them into practise. In Germany, the implementation has been effected so far only in some places and in a dilatory way so that the concept has produced only few practical examples even years after its creation. Among these, there are already some public libraries on the level of operation. They are not lacking in experience with reform processes – from the change of the media market to the administrative reforms. Libraries traditionally gather comprehensive data material and are used to handling requirements regarding women’s workplaces. On this basis, the public libraries are a suitable subject as to the examination of the significance and prospective impacts of the concept. The users and the personnel are subject to a gender analysis and the starting points for future gender budgets are elaborated explicitly. Thereby, the need for action which shall lead to reforms regarding gender equality becomes clearly visible. The methodical gender budgeting process must be initiated by politics and the administrative management in order to become effective as a top-down process with the necessary emphasis. Moreover, it requires more extensive data material from all the administrative departments in order to create transparency and to allocate the funds of the communal budget in consideration of gender equality.

Die Arbeit untersucht die Bedeutung der inhaltlichen Ausgestaltung von Geschlechterpolitik am Beispiel von Gender Mainstreaming mit theoretischen Angeboten und Versatzstücken von feministischen Theorien in deutschen Kommunen. Auf Grundlage einer Analyse kommunaler Dokumente und qualitativer Interviews wird gezeigt, welches feministische Wissen in Geschlechterpolitik einfließt, welche Filter und Transferbruchstellen wirksam werden und welche Folgen dies für die theoretische Ausgestaltung von Politikstrategien wie Gender Mainstreaming hat. Deutlich wird, dass es weniger zu einer zunehmenden Kluft zwischen Theorieangeboten und Geschlechterpolitik kommt, sondern vielmehr zu einer selektiven Übernahme bestimmter Theorieangebote, die sich nicht immer passgenau in Strukturen und Institutionen von Geschlechterpolitik einfügen und die daher vielfältige Verwerfungen mit sich bringen können. Abschließend werden die Folgen eines solchen Ausschlusses und einer solchen exklusiven Verwendung bestimmter feministischer Theorieangebote und mögliche Alternativen für die politische Praxis besprochen. / This doctoral thesis presents empirical results of an interdisciplinary study, which explores the configuration of ‘gender mainstreaming’ with feminist theory in German municipalities. The results are based on the analysis of municipal documents and qualitative interviews in ten German municipalities. Drawing on the example of the strategy of ‘gender mainstreaming’ this study emphasizes the theoretical configuration of gender policy with components and elements of feminist knowledge. It shows to what extend different generations or bundles of feminist theory are of particular relevance for political practice. The study presents empirical evidence that the configuration of ‘gender mainstreaming’ predominantly refers to a small range of feminist theories, while specific feminist theories like very recent theoretical trends are expelled. As a consequence feminist knowledge is not only extremely fractured, but also creates rupture zones when being transferred into political practice. Concluding the study raises the question for the actual effects of this exclusive usage of feminist theory within political practice and political movements.