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Reading Instruction For Students With Intellectual Disabilities:Inservice Teachers' Perceptions, Agatha Lee Gibbons
Reading Instruction For Students With Intellectual Disabilities:Inservice Teachers' Perceptions, Agatha Lee Gibbons
Theses and Dissertations
Students with intellectual disabilities have at times been overlooked and denied effective reading instruction. Teachers tasked with instructing such students are often limited in the training, resources, and support necessary to effectively instruct these students in reading. These problems are further compounded by the fact that students with intellectual disabilities have historically been misperceived, often by the very educators tasked with instructing them, as either being unable to learn to read or that the prospect of teaching them to read is simply too daunting and complicated to be of sufficient worth (Aldridge, 2014; Kluth & Chandler-Olcott, 2008). Such misperception may …
A Validity Study Of The Cognitively Guided Instruction Teacher Knowledge Assessment, Debra Smith Fuentes
A Validity Study Of The Cognitively Guided Instruction Teacher Knowledge Assessment, Debra Smith Fuentes
Theses and Dissertations
This study reports the development of an instrument intended to measure mathematics teachers' knowledge of Cognitively Guided Instruction (CGI). CGI is a mathematics professional development framework based on how students think about and solve problems and how that knowledge guides instruction for developing mathematical understanding. The purpose of this study was to (a) analyze and revise the original CGI Teacher Knowledge Assessment (CGI TKA), (b) administer the revised CGI TKA, and (c) analyze the results from the revised CGI TKA. As part of the revision of the original CGI TKA, distractor analysis identified distractors that could be improved. Experts in …
Secondary Preservice Mathematics Teachers' Curricular Reasoning, Kimber Anne Mathis
Secondary Preservice Mathematics Teachers' Curricular Reasoning, Kimber Anne Mathis
Theses and Dissertations
Researchers have found that teachers' decisions affect students' opportunity to learn. Prior researchers have investigated teachers' decisions while planning, implementing, or reflecting on lessons, but few researchers have studied teachers' decisions and their reasoning throughout the teaching process. It is important to study teachers' reasoning for why they make the decisions they do throughout the teaching process. Furthermore, because inservice and preservice teachers differ in experience and available resources that they draw on while making decisions, it is helpful to consider the resources PSTs' draw on while reasoning. Curricular reasoning is a framework that describes teachers' thinking processes when making …