Education Commons^™

Implementing Student-To-Teacher Feedback: Analyzing The Effectiveness Of Feedback In A Pull-Out Special Education Classroom, Aubrie Hutson

Masters of Education in Teaching and Learning

This qualitative case study focused on special education pull-out teachers’ and their students’ perceptions of student-to-teacher feedback forms and how the feedback forms influence their teaching and student learning. The researcher used four data collection methods including feedback forms, interviews, observational notes, and surveys. The patterns and themes found within the data collected were analyzed to determine the study’s findings. The major findings revealed that students who are given the opportunity to openly express their needs through a feedback form felt that the tool helped them to communicate their feelings to their teacher. The students found that expressing their needs …

A Phenomenological Study Of School Psychologists: The Influence Of Implicit Bias On The Disproportionate Identification Rates Of African American Students Evaluated For Emotional Disturbance, Sonya Coe-Milo

Electronic Theses and Dissertations

As advocates, school psychologists remain ethically responsible and uniquely positioned to identify social injustices and promote nondiscriminatory practices in prekindergarten through grade 12 public education institutions. Implicit bias and its influence on African American students is one such practice. In public education, implicit bias contributes to discipline disproportionality, differentiated teacher support, pedagogical practices, and adult perceptions and expectations of appropriate and inappropriate behaviors. These factors directly correlate to the disproportionate identification rates of African American students for special education and related services. Therefore, this phenomenological qualitative study examined the personal, lived experiences and perceptions of school psychologists regarding implicit bias …

Implementing Writers’ Workshop Into The Special Education Classroom, Taylor Denning

Masters of Education in Teaching and Learning

Writers’ Workshop has developed prominence as a method towards providing authentic writing experiences. The purpose of this study was to determine what happens to student perceptions and quantity of writing when Writers’ Workshop is implemented into a special education setting. This study took place in a self-contained special education classroom of third-, fourth-, and fifth-graders. Data was collected through focus group interviews with the teachers, focus groups with two students from every grade, perception surveys, and writing samples.

Surveys and focus group interviews were completed before and after the implementation. Writing samples were collected at the beginning, middle, and end …