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USF Tampa Graduate Theses and Dissertations
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
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- Adaptive Behavior (1)
- Autism (1)
- Beliefs (1)
- Blended teacher education (1)
- Case study (1)
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- Collaborative models of teacher education (1)
- Critical theory (1)
- Developmentally appropriate practice (1)
- Disability (1)
- Early childhood education (1)
- Early childhood special education (1)
- Education leadership (1)
- Insider Perspectives (1)
- Instrumental case study (1)
- Low Incidence Disabilities (1)
- Markets (1)
- National Board (1)
- Peer-Mediated Instruction (1)
- PreKindergarten/Kindergarten (1)
- Preschool (1)
- School choice (1)
- Unified teacher education (1)
Articles 1 - 4 of 4
Full-Text Articles in Special Education and Teaching
Enrollment And Disenrollment In Voluntary Prekindergarten: A Study Of Educational Leaders’ Decision-Making, Angela Cherie Passero Jones
Enrollment And Disenrollment In Voluntary Prekindergarten: A Study Of Educational Leaders’ Decision-Making, Angela Cherie Passero Jones
USF Tampa Graduate Theses and Dissertations
This qualitative case study focused on how school leaders’ understandings of (dis)ability were implicated in decision-making and affected student (dis)enrollment in Florida’s Voluntary Prekindergarten Program (VPK). More specifically it explored how leaders in private VPK programs invoked conceptions of normality, and subsequently abnormality, during decision-making processes for student (dis)enrollment. Combining a critical poststructuralist approach (critical disability studies, critical policy analysis), decision-making on (dis)enrollment was contextualized within the current policy ecology. This policy ecology was framed as an historical development of policies regarding preschool for children with and without disabilities in a marketplace shaped by the convergence of federal, state, and …
Blending Worlds, Reforming Practice?: An Instrumental Case Study Of Collaborative Early Childhood Teacher Education, Ann Marie Mickelson
Blending Worlds, Reforming Practice?: An Instrumental Case Study Of Collaborative Early Childhood Teacher Education, Ann Marie Mickelson
USF Tampa Graduate Theses and Dissertations
Collaborative models of teacher education have grown from the belief that through such models we can improve the quality and availability of truly inclusive opportunities for children with diverse abilities and their families. Little is known however as to the extent collaborative models are capable of influencing inclusive service delivery or in terms of their efficacy to impact the relative inclusive practice of their graduates as compared to other models of teacher education. As an important first step toward examining the relative worth and efficacy of collaborative models of early childhood teacher education, this case study applied a conceptual framework …
A Multi-Perspective Exploration Of A Cross-Age Tutoring Initiative: An Analysis Of The Responses Of All Students, Ann Elizabeth Gillies
A Multi-Perspective Exploration Of A Cross-Age Tutoring Initiative: An Analysis Of The Responses Of All Students, Ann Elizabeth Gillies
USF Tampa Graduate Theses and Dissertations
This exploratory study assessed the effectiveness of a cross-age tutoring intervention on adaptive behavior goals of three PreKindergarten/Kindergarten-aged students with labels of autism spectrum disorder. Data were collected in an inclusive environment; the school library. Three fourth grade general education cross-age tutors were trained to use a simple, naturalistic least-to-most prompting strategy to support the young students with individualized adaptive behavior goals while in the library. A mixed method design was utilized in this study; a quantitative single case multiple baseline across participants design to show performance outcomes of the young students as a result of the tutoring intervention, and …
High Stakes Play: Early Childhood Special Educators' Perspectives Of Play In Pre-Kindergarten Classrooms, Joanne Scandling Manwaring
High Stakes Play: Early Childhood Special Educators' Perspectives Of Play In Pre-Kindergarten Classrooms, Joanne Scandling Manwaring
USF Tampa Graduate Theses and Dissertations
This study examined Early Childhood Special Educators' perceptions of play as a developmentally appropriate practice in special education prekindergarten classrooms in one southeastern school district. Through purposeful sampling, eight prekindergarten special educators were identified because they held multiple teaching certifications and some held National Board certification. The participants had many years of experience in pre-kindergarten special education, and were professional development trainers, teacher mentors and or leaders in the prekindergarten special education community. These eight accomplished pre-kindergarten special education teachers were interviewed using an informal, semi-structured format about their beliefs concerning play, how they implement it in their classrooms as …