Open Access. Powered by Scholars. Published by Universities.®
Special Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- And Mathematics Learning Disabilities (1)
- And Student at Risk (1)
- App (1)
- Autism spectrum (1)
- Constructivism (1)
-
- Critical race theory (1)
- Culturally responsive practices (1)
- Disability (1)
- Discourse (1)
- Disproportionality (1)
- Education in Conflict (1)
- English language arts (1)
- Equity (1)
- Fraction (1)
- Grade retention (1)
- Inclusion (1)
- Math (1)
- Narrative inquiry (1)
- Policy (1)
- Poststructuralism (1)
- Prep Schools (1)
- Racism (1)
- Reading Halls (1)
- School reform (1)
- School suspension (1)
- Special Education (1)
- Special education (1)
- Teaching (1)
- Transition to High school (1)
Articles 1 - 6 of 6
Full-Text Articles in Special Education and Teaching
The Elusiveness Of Inclusiveness: A Discursive Analysis Of Inclusion In A District Level Exceptional Student Education Leadership Team, Karen Ramlackhan
The Elusiveness Of Inclusiveness: A Discursive Analysis Of Inclusion In A District Level Exceptional Student Education Leadership Team, Karen Ramlackhan
USF Tampa Graduate Theses and Dissertations
This poststructural study utilizes Foucault’s theories of power/knowledge nexus and disciplinary power to explore the discursive formation of inclusion of a district level Exceptional Student Education leadership team in order to understand how the discourses are constructed, practices are normalized, and power relations are legitimized. This type of analysis interrogated the assumptive groundings of special education in the district, and how these have been taken-for-granted and normalized in the professional knowledge, policies, and practices of the field. Data from multiple sources: semi-structured interviews, observations, multimodal forms of communication, observation journal, and researcher reflexive journal produced findings within four dominant discourses---the …
When Language Arts Meets The Spectrum: English Teachers' Perspectives Of Students With Autism, Laura De Armond Sabella
When Language Arts Meets The Spectrum: English Teachers' Perspectives Of Students With Autism, Laura De Armond Sabella
USF Tampa Graduate Theses and Dissertations
Current accountability measures require English language arts (ELA) teachers to teach literacy skills to all students. However, the population of mainstreamed students is becomingly increasingly diverse and includes students on the autism spectrum for whom literacy skills may lie in opposition to population characteristics. Further, educators are encouraged to respond to students in culturally responsive ways, and current teacher evaluation systems often require teachers to demonstrate cultural competence. However, a dearth of research provides insight into the ways secondary ELA teachers perceive their students on the autism spectrum, or how they interact with those students or support them in culturally …
White Teachers’ Experiences Of Working With Black Students Within A Response To Intervention Framework: The Role Of Racialized Deficit Thinking, Sujay Sabnis
USF Tampa Graduate Theses and Dissertations
Response to Intervention (RTI) is a data-based decision-making framework of service delivery that has the potential to improve educational outcomes for all students. Preliminary data appear to bolster this claim. However, it is as yet unclear whether RTI will be able to close the gap in educational outcomes that exists between students of different racial groups. Drawing on theories such as culture of policy (Stein, 2004) and deficit thinking (Valencia, 2010), this study explored the experiences of six White elementary teachers using RTI while working with Black students receiving Tier 2 or Tier 3 instructional supports. Using theoretically driven constant-comparative …
The Role Of Prep Schools In The Middle To High School Transition Of Students In Southeastern Turkey, Mucahit Kocak
The Role Of Prep Schools In The Middle To High School Transition Of Students In Southeastern Turkey, Mucahit Kocak
USF Tampa Graduate Theses and Dissertations
The purpose of this study was to investigate the role that a small sample of prep-schools play in meeting the academic and behavioral needs of students who are at risk for poor academic and social outcomes as they transition from middle school to high school. The study examined the perspectives of teachers, students and families about their experiences with prep schools. A qualitative case research design was used in this research to gain a deeper understanding about the role of prep schools in the Southeastern region of Turkey. Teachers, students, mentors and parents were selected purposefully for the study as …
Do Early Elementary Teacher Ratings Of Classroom Behavior Predict Similar Outcomes Across Demographic Groups? An Examination Using The Early Childhood Longitudinal Study Kindergarten Cohort (Ecls-K), Amira Conservilla Mattison
Do Early Elementary Teacher Ratings Of Classroom Behavior Predict Similar Outcomes Across Demographic Groups? An Examination Using The Early Childhood Longitudinal Study Kindergarten Cohort (Ecls-K), Amira Conservilla Mattison
USF Tampa Graduate Theses and Dissertations
Research suggests that how teachers perceive the behavior of individual children in the early years of elementary school has important implications for the school success of those youth over time (Darney et al., 2013; Hibel et al., 2010; Jimerson et al., 1997; Reinke et al., 2008). This may be because children who are of concern to teachers are often identified for practices such as grade retention and/or special education placement. Although these practices are intended to help children, they have not been shown to be associated with long-term positive outcomes. Rather, youth who are subject to these practices experience negative …
Use Of A Game-Based App As A Learning Tool For Students With Mathematics Learning Disabilities To Increase Fraction Knowledge/Skill, Orhan Simsek
USF Tampa Graduate Theses and Dissertations
The aim of this study was to investigate the effectiveness of a game-based app (Motion Math: Fraction) to help students with Mathematics Learning Disabilities (MLD) to gain fraction skills including comparison, estimation, and word problem solving in an after school program. The researcher used multiple baseline design by extending with follow-up phase to determine whether students retained the knowledge they learned while engaging with the app. Even though six students participated to the study, the researcher withdrew two of them and analyzed data came from four students. The result o the study showed that all of the students …