1. Αποθετήριο Παραδοτέων Υποτρόφων Δράσεων ΕΣΠΑ Τριτοβάθμιας Εκπαίδευσης 2017-2023
2. Όλο το Αποθετήριο
3. Υποψήφιοι διδάκτορες

Τύπος:	Διδακτορική διατριβή
Τίτλος:	Peer tutoring as a means to implementing inclusion: process and efficacy
Εναλλακτικός τίτλος:	Η διδασκαλία ομηλίκων ως μέσο εφαρμογής της ένταξης παιδιών με ειδικές εκπαιδευτικές ανάγκες: διαδικασία και αποτελεσματικότητα
Συγγραφέας:	[EL] Τουλιά, Αναστασία
Επιβλέπων διατριβής:	[EL] Αβραμίδης, Ηλίας[EN] Avramidis, Elias
Συμβουλευτική επιτροπή:	[EL] Βλάχου, Αναστασία[EN] Vlachou, Anastasia [EL] Στρογγυλός, Βασίλης[EN] Strogilos, Vasilis
Μέλος εξεταστικής επιτροπής:	[EL] Βλάχος, Φίλιππος[EN] Vlachos, Filippos [EL] Διδασκάλου, Ελένη[EN] Didaskalou, Eleni [EL] Τζιβινίκου, Σωτηρία[EN] Tzivinikou, Sotiria [EL] Νικολαραΐζη, Μαγδαληνή[EN] Nikolaraizi, Magda
Ημερομηνία:	2019
Περίληψη:	The purpose of this research study is trifold, the first aim is, to describe and interpret teachers’ opinions and experiences towards the general notion of inclusion of students with special educational needs and disabilities (SEND) in mainstream classrooms and their perceptions of self-efficacy for implementing inclusion. The second aim is to examine mainstream teachers’ opinions and attitudes towards peer tutoring between pupils with and without SEND in mainstream schools. The third aim is, after exploring mainstream teachers’ opinions and experiences towards peer tutoring, to plan, implement and monitor a peer tutoring programme in mainstream classrooms, in order to examine how participating teachers and students perceived its efficacy as an inclusive approach in mainstream classrooms. The research followed a sequential mixed method research design since both quantitative and qualitative data collected by means of questionnaire distributed to teachers, interviews with teachers and students, observations and diary. First a survey was conducted and then an action research project followed. Contrary to most attitudinal studies which are solely focusing on examining the impact of a host of factors in the formation of teacher attitudes, the present study sought to link reported attitudes towards inclusion and teachers’ self-efficacy for inclusive practices with an actual inclusive instructional approach, that of peer tutoring. Participants were 225 Greek mainstream teachers and 69 special education counterparts who responded to a questionnaire consisting of the Core Perspectives Scale from the MTAI scale, the TEIP scale, and other scales measuring their attitudes towards peer tutoring. Results indicated that mainstream teachers held neutral attitudes towards inclusion while their special education counterparts held significantly more positive ones. Mainstream teachers were found to be less positive in their self-efficacy for inclusive practices than the special education counterparts 7 with the exception of the managing behaviour dimension. Mainstream teachers emphasised mainly the social gains achieved by students participating in a peer tutoring programme. Moreover, mainstream teachers considered peer tutoring as an effective means for including students with diverse needs in their classrooms. Importantly, this study found that teachers’ attitudes towards inclusion and their self-efficacy for inclusive practices largely predict their willingness to implement a peer tutoring programme in their classrooms. An action research project was implemented in seven mainstream classrooms of two primary education schools. Seven teachers and 22 students were involved in a peer tutoring education programme. Eleven students with SEND were paired with eleven peers without SEND in reciprocal and fixed-role peer tutoring arrangements. Peer tutoring was implemented in most of the classes in literacy, while only one class implemented the programme in mathematics. Data were collected both form teachers and students. Both teachers and students enjoyed their involvement in the peer tutoring programme. Specifically, most of the participating teachers regarded peer tutoring as an instructional approach which can foster the inclusion of students with SEND in mainstream classrooms. They further considered peer tutoring easy in its implementation. Students without SEND claimed that they liked their collaboration with their peers with SEND and they had an opportunity to get to know each other. Similarly, students with SEND claimed that they become better friends with their peers and that learning was found easier to them. The study concludes with highlighting the need to offer teachers professional development courses that positively influence their attitudes and enhance their sense of self- efficacy in implementing peer-tutoring. Further research is needed to identify the needs of mainstream teachers in their effort to meet inclusion’s demands and to assess the factors that affect teachers’ attitudes towards inclusion and inclusive practices.
Γλώσσα:	Αγγλικά
Τόπος δημοσίευσης:	Βόλος, Ελλάδα
Σελίδες:	324
Θεματική κατηγορία:	[EL] Ειδική εκπαίδευση[EN] Special Education
Λέξεις-κλειδιά:	teachers’ attitudes; teachers’ self-efficacy; inclusive practices; peer tutoring; children with special educational needs and disabilities; mixed methods research; inclusion; action research; literacy; mathematics
Κάτοχος πνευματικών δικαιωμάτων:	Copyright © Anastasia Toulia, 2019 All rights reserved
Όροι και προϋποθέσεις δικαιωμάτων:	No part of this publication may be reprinted, reproduced, stored or utilized in any form or by any electronic or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, other than for purpose of fair use, without written permission from the author.
Διατίθεται ανοιχτά στην τοποθεσία:	https://www.didaktorika.gr/eadd/handle/10442/47147
Σημειώσεις:	«This research is co-financed by Greece and the European Union (European Social Fund- ESF) through the Operational Programme «Human Resources Development, Education and Lifelong Learning» in the context of the project “Strengthening Human Resources Research Potential via Doctorate Research” (MIS-5000432), implemented by the State Scholarships Foundation (ΙΚΥ)»
Εμφανίζεται στις συλλογές:	Υποψήφιοι διδάκτορες