TEACHERS' MAINSTREAMING INSERVICE PRIORITIES IN JEWISH ELEMENTARY DAY SCHOOLS

Abstract

This study determined the mainstreaming inservice content and format priorities of regular teachers employed in Board of Jewish Education affiliated elementary day schools in Greater New York. One hundred twenty-one teachers in twelve day schools, 34% of those surveyed, returned completed questionnaires. Data were analyzed to determine teacher reported preferences.;Overall content preferences included: (a) Working with the learning disabled while not taking away time from other students, (b) Working with resource teacher regarding special needs students, (c) Adapting instructional materials, (d) Behavior management techniques for the whole class, (e) Dealing with stresses related to conflicts between parental expectations and school policy.;Overall format preferences included: (a) Impromptu discussion with resource teacher, (b) Workshops scheduled on minimum day, (c) Demonstrations by resource teacher, (d) Demonstration of work with special students, (e) Scheduled periodic conferences with resource teacher.;Differences in preferences between subgroups of teachers based upon demographic variables were also analyzed and were related to five content subcategories and three format subcategories.;Differences in content preferences were noted by the variables "Type of School", "Department", and "State Certification". No significant differences were noted by the variables "Regular Teaching Experience", "Teaching Experience with Learning Disabled" and "Educational Degree Status". All teachers registered significantly higher interest in the "Resource Teacher Provider" format subcategory.;Conclusions from this study suggest that teachers in Jewish day schools prefer inservice content that will enhance the education of the class as a whole, that is skill oriented, relevant, practical, and applicable to their perceived needs. They prefer content with which they already have a knowledge base and which is congruent with their role expectations as "regular" teachers and congruent with school expectations.;Format inservice preferences include those that demonstrate ongoing systemic support, peer feedback and support, as well as responsiveness to changing needs. Site of employment and school-time presentation were preferred.