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Management of tutoring programs for including pupils with emotional and behavioral disorders in regular school


Author: Atamni Kamli
Degree:doctor of pedagogics
Speciality: 13.00.03 - Special Pedagogics
Year:2019
Scientific adviser: Ecaterina Zubenschi
doctor, associate professor (docent)
Institution: Tiraspol State University

Status

The thesis was presented on the 5 April, 2019
Approved by NCAA on the 9 July, 2019

Abstract

Adobe PDF document – 0.60 Mb / in romanian
Adobe PDF document – 0.61 Mb / in english

Thesis

CZU 376.091(059.4) (043.2)

Adobe PDF document 2.20 Mb / in english
174 pages

Keywords

tutoring programs, management, EBD, inclusion, transition, regular secondary schools, school principal, program manager, tutors, anxiety, Pedagogical demarche etc

Summary

Thesis structure: introduction, 3 chapters, general conclusions and recommendations, bibliography of 204 titles, 140 pages of basic text, 12 appendixes, 26 tables, 6 figures.

Field of study: pedagogy The purpose of the work is to conceptualize and determine the educational dimensions of tutoring, to elaborate and validate the Pedagogical model and Operational demarche of managing tutoring programs for including pupils with EBD in the regular school.

The research objectives are to determine the specificity of inclusive education in Israel; to examine the traits characteristic of pupils with EBD and their difficulties encountered during the transition from primary to secondary school; to analyze the educational dimensions, the peculiarities of tutoring programs management; to validate the Pedagogical model and Operational demarche of managing tutoring programs for including pupils with EBD in the regular school.

The novelty and scientific originality of research is ensured by the intra- and interdisciplinary approach of the investigation; the conceptualization of tutoring phenomenon basing on the theory of educational management, the theoretical and practical substantiation of the Pedagogical model and Operational demarche of managing tutoring programs for including pupils with EBD in the regular school.

The solved scientific problem lies in the managerial application of pedagogical tutoring programs to facilitate the inclusion of pupils with EBD in the regular school, during transition from primary to secondary education.

The theoretical significance of the research is marked by the analysis, specification and delimitation of theoretical references on tutoring, from the managerial and psychopedagogical perspective, tutoring programs management, the substantiation and the validation of the Pedagogical model and Operational demarche of managing tutoring programs for including pupils with EBD in the regular school; the delimitation of the interconnection between the school manager’s involvement in the tutoring process and its outcomes reflected in the efficacy of inclusion and transition.

The practical value of the research is strengthened by the elaboration, validation and implementation of the Pedagogical model and Operational demarche of managing tutoring programs for including pupils with EBD in the regular school, taking into account the specifics of children with EBD exposed in DSM-V, their related difficulties during the transition to the regular secondary school, as well as the contemporary pedagogical guidelines, aiming at the inclusion of pupils with EBD in the regular school. The management of tutoring programs enhanced the achievement of positive results by diminishing emotions and inadequate behaviors of EBD pupils, by increasing their self-esteem and reducing their anxiety, positively changing the attitudes of teachers and peers towards them, and by successfully including EBD pupils in the Israeli regular secondary school.

Implementation of scientific results: The didactic materials elaborated during the investigation were implemented in the frame of formative seminars for the didactic staff from inclusive schools, in the educational process carried out in Israeli schools, as well as by means of publications in educational journals and scientific communications.

Summary


1. THEORETICAL APPROACHES ON THE MANAGEMENT OF EDUCATIONAL PROGRAMS FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION
  • 1.1. An overview of managing educational programs
  • 1.2. A retrospective analysis of the development of special needs education
  • 1.3. Current trends in the management of inclusive education in Moldova and Israel
  • 1.4. Conclusions on chapter

2. EDUCATIONAL AND MANAGERIAL IMPLICATIONS OF TUTORING PROGRAMS FOR INCLUDING PUPILS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN REGULAR SECONDARY SCHOOL
  • 2.1. Educational dimensions of tutoring and tutoring programs from the perspective of inclusive education
  • 2.2. Scientific highlights on the peculiarities of pupils with emotional and behavioral disorders and their inclusion in regular secondary school
  • 2.3. Psycho-pedagogic profile of Israeli Arab pupils with emotional and behavioral disorders in their transition from primary to secondary school
  • 2.4. The pedagogic demarche of managing tutoring programs for including pupils with emotional and behavioral disorders in regular secondary school
  • 2.5. Conclusions on chapter

3. MANAGEMENT METHODOLOGY OF TUTORING PROGRAMS FOR INCLUDING PUPILS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN REGULAR SECONDARY SCHOOL
  • 3.1. Research methodology and the profile of research population
  • 3.2. Assessment of indicators related to the efficacy of tutoring programs management
  • 3.3. Implementing and validating the Pedagogical demarche of tutoring programs management for including pupils with emotional and behavioral disorders in regular secondary school

  • 3.4. Conclusions on chapter
GENERAL CONCLUSIONS AND RECOMMENDATIONS
BIBLIOGRAPHY
APPENDICES