{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79625"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79625","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Evaluating the Impact of Joint Activities Involving Special and Elementary Preservice Teachers on Their Interactions and Their Beliefs, Attitudes, Roles Expectations in Inclusive Education","abstract":"The purpose of this study was to evaluate the extent to which video teaching vignette activities in a course, in which special and elementary education preservice teachers were jointly enrolled during the first year of their teacher education, affected preservice teachers' perceptions of inclusive education, related teaching practices, and interactions between the preservice teachers. Data collection methods used for this study included surveys, individual reflections, interviews, and observations. Findings suggest that the video teaching vignettes, individual reflections, and discussions were effective in sensitizing preservice teachers to issues and practices in inclusive education. Findings also suggest that the interventions were effective in helping preservice teachers define the wide range of their roles and responsibilities in inclusive classrooms. Joint-course enrollment was effective in fostering social and professional relationships between special and elementary preservice teachers.","abstract_html":"The purpose of this study was to evaluate the extent to which video teaching vignette activities in a course, in which special and elementary education preservice teachers were jointly enrolled during the first year of their teacher education, affected preservice teachers' perceptions of inclusive education, related teaching practices, and interactions between the preservice teachers. Data collection methods used for this study included surveys, individual reflections, interviews, and observations. Findings suggest that the video teaching vignettes, individual reflections, and discussions were effective in sensitizing preservice teachers to issues and practices in inclusive education. Findings also suggest that the interventions were effective in helping preservice teachers define the wide range of their roles and responsibilities in inclusive classrooms. Joint-course enrollment was effective in fostering social and professional relationships between special and elementary preservice teachers.","abstract_has_math":false,"creators":["Lee, Eunjoo"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Renzaglia, Adelle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:52:35Z","date_published":"2015-09-25T19:52:35Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Elementary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3023112"],"render_values":[{"text":"(MiAaPQ)AAI3023112","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79625","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Renzaglia, Adelle"]},{"key":"dc:creator","label":"Author","values":["Lee, Eunjoo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:52:35Z","10000-01-01","2001"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79625","(MiAaPQ)AAI3023112"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to evaluate the extent to which video teaching vignette activities in a course, in which special and elementary education preservice teachers were jointly enrolled during the first year of their teacher education, affected preservice teachers' perceptions of inclusive education, related teaching practices, and interactions between the preservice teachers. Data collection methods used for this study included surveys, individual reflections, interviews, and observations. Findings suggest that the video teaching vignettes, individual reflections, and discussions were effective in sensitizing preservice teachers to issues and practices in inclusive education. Findings also suggest that the interventions were effective in helping preservice teachers define the wide range of their roles and responsibilities in inclusive classrooms. Joint-course enrollment was effective in fostering social and professional relationships between special and elementary preservice teachers.","Made available in DSpace on 2015-09-25T19:52:35Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3023112.pdf: 10388230 bytes, checksum: 266fd2654675c5d01e1b811a9c559555 (MD5) Previous issue date: 2001","Embargo set by: Seth Robbins for item 80907 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","195 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001."]},{"key":"dc:title","label":"Title","values":["Evaluating the Impact of Joint Activities Involving Special and Elementary Preservice Teachers on Their Interactions and Their Beliefs, Attitudes, Roles Expectations in Inclusive Education"]}]}],"canonical_facts":{"dc:contributor":["Renzaglia, Adelle"],"dc:creator":["Lee, Eunjoo"],"dc:date":["2015-09-25T19:52:35Z","10000-01-01","2001"],"dc:description":["The purpose of this study was to evaluate the extent to which video teaching vignette activities in a course, in which special and elementary education preservice teachers were jointly enrolled during the first year of their teacher education, affected preservice teachers' perceptions of inclusive education, related teaching practices, and interactions between the preservice teachers. Data collection methods used for this study included surveys, individual reflections, interviews, and observations. Findings suggest that the video teaching vignettes, individual reflections, and discussions were effective in sensitizing preservice teachers to issues and practices in inclusive education. Findings also suggest that the interventions were effective in helping preservice teachers define the wide range of their roles and responsibilities in inclusive classrooms. Joint-course enrollment was effective in fostering social and professional relationships between special and elementary preservice teachers.","Made available in DSpace on 2015-09-25T19:52:35Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3023112.pdf: 10388230 bytes, checksum: 266fd2654675c5d01e1b811a9c559555 (MD5) Previous issue date: 2001","Embargo set by: Seth Robbins for item 80907 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","195 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001."],"dc:identifier":["http://hdl.handle.net/2142/79625","(MiAaPQ)AAI3023112"],"dc:language":["eng"],"dc:subject":["Education, Elementary"],"dc:title":["Evaluating the Impact of Joint Activities Involving Special and Elementary Preservice Teachers on Their Interactions and Their Beliefs, Attitudes, Roles Expectations in Inclusive Education"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:12Z"}