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Full-Text Articles in Education
Determining Multiple Intelligences In The Preschool Aged Child, Jill Elizabeth Capie
Determining Multiple Intelligences In The Preschool Aged Child, Jill Elizabeth Capie
Theses and Dissertations
The objective of this research study was to explore whether valid Multiple Intelligence profiles could be created for preschool children. This study was conducted over a three month period and included 16 preschool-aged participants. Research strategies included surveys (teacher, paraprofessional, and parent), naturalistic observations, and participant interviews. There were four key findings in this study. First, the teacher, the paraprofessional, and the parents had differing perceptions about which intelligences were dominant for each participant. Second, participants appear to have multiple, equally dominant intelligences. Third, participant's views related to their own dominant intelligences frequently differed from those reported by the teacher, …
No Child Left Behind: The Impact On Special Education Teachers At The Secondary Level, Stacey E. Gofberg
No Child Left Behind: The Impact On Special Education Teachers At The Secondary Level, Stacey E. Gofberg
Theses and Dissertations
The purpose of this qualitative investigation was to explore how the implementation of the No Child Left Behind Act of 2001 (NCLB) has impacted special education teachers at the secondary level. Two research strategies were used for this study. First, surveys were given to eleven special education teachers at a southern New Jersey high school. Then, a veteran teacher and a novice teacher at the high school were interviewed. It was found that participants generally endorsed the overarching goals of NCLB, but they did not believe that all of the requirements were realistic for students with disabilities. Based on these …
Interventions For Success: Perceptions On Rti, Renee Marie Johnson
Interventions For Success: Perceptions On Rti, Renee Marie Johnson
Theses and Dissertations
Current research strongly supports using response to intervention (RTI) to increase the academic achievement of all students, including those who experience academic difficulty in the general education classroom. The purpose of this study was to extend our understanding of RTI implementation. Specifically, semi-structured interviews were conducted with multiple school professionals at "Granby Elementary School" to document their experiences and perceptions related to referral procedures and early intervention services. The results of this study indicate that students at Granby Elementary are supported by some of the core features of an RTI approach. The key themes which emerged from the data are …