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An Examination Of The Impact Of Student Characteristics And Teacher Experience And Preparation Program Attended On Student Achievement In A Small School District, Michael O'Neal
Electronic Theses and Dissertations
Demonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added modeling to obtain estimates of teacher effects. Only recently have researchers tapped into this expanding volume of data in an attempt to examine Teacher Preparation Programs as variables …
Highly Qualified Secondary Special Education Co-Teachier Definitions Among The Fifty States, Leslie Sena
Highly Qualified Secondary Special Education Co-Teachier Definitions Among The Fifty States, Leslie Sena
Electronic Theses and Dissertations
Rationale for this research was based on recent legislative requirements that all teachers must meet the No Child Left Behind of 2001 and Individuals with Disabilities Improvement Act of 2004 highly qualified requirements by the end of the 2005-2006 school year. The purpose of the study was to determine the extent to which state Department of Education officials representing the 50 states addressed the issue of NCLB of 2001 highly qualified personnel provisions for secondary special education co-teachers. Information for this study was represented by online documents that were retrieved from DOE websites across the United States. Findings suggested that …
Teaching Characteristics And Practices Which Affect Language And Literacy Development For Students With Complex Communication Needs, Laura King
Electronic Theses and Dissertations
This study examined teacher characteristics and practices identified as effective through current research for teaching students with complex communication needs. For this population, communication issues are more complex than those typically encountered in other settings. Specifically, the researcher asked: what are the desired characteristics and practices for this population, and are the desired characteristics and practices present in current settings? Working with six teachers in a large urban school district, this study utilized a multiple case study design. Criteria for participation included the teacher as the primary reading/language arts instructor for a student who used an augmentative and alternative communication …