Education Commons^™

Special Education Teachers, Literacy, And Students With Moderate And Severe Intellectual Disability: A Survey, Ann Katherine Griffen

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

Literacy includes many skills involving the use of language to read, write, listen, and speak. The ultimate goal in acquiring literacy skills is to function as independently, and in as integrated a manner as possible, in a literate society. Literary skills are critical skills for all students, both with and without disabilities. Since the 1990s, literacy has moved closer and closer to the forefront of our collective awareness regarding students who are at risk of not acquiring sufficient literacy ability. However, students with moderate and severe intellectual disability (MSID) have not always been included in this group of students. In …

Literacygrows.Org Cultivating An Online Platform For Teaching Professionals: A Formative Experiment Exploring The Effectiveness, Efficiency, And Appeal Of A Co-Constructed Online Platform For Professional Development, Susan Jean Beckley Hart

Theses and Dissertations--Curriculum and Instruction

The purpose of this formative experiment (Reinking & Bradley, 2008) was to describe the stages of development of an online platform that cultivated the growth of an online community of practice for teaching professionals. One hundred and forty-eight elementary school professionals participated in this study. Relying primarily on qualitative data, an iterative process of data gathering, analysis, and reflection was used prior to, during, and after the implementation of the intervention, LiteracyGrows.org, to describe performance and determine progress toward the pedagogical goal.

Qualitative data were coded for recurring themes derived from the following sources: interview data, user-profile information, Google Analytics, …

The Identity Development Of Preservice Teachers Of Literacy In Field Experiences Considering Their Prior Knowledge, Lindsay Pearle Grow

University of Kentucky Doctoral Dissertations

This qualitative multiple case study explored the identity development of three preservice teachers of literacy. The study focused on the prior knowledge of the preservice teachers of literacy and how their knowledge related to their identity development while in field experiences. The primary question that guided this study was: What is the nature of the construction of identity during field experiences for preservice teachers of literacy? Sub questions explored identity in field experiences and the role of prior pedagogical content knowledge to identity development.

Findings indicated that an evolving habitus central to their identity as literacy teachers could be deduced …