Education Commons^™

Use Of Online Hybrid Supplemental Teaching In Field-Based Teacher Education Programs, Hank Bohanon, Wenjin Guo, Christopher Dickman

Education: School of Education Faculty Publications and Other Works

University faculty who implement field-based teacher education programs experience challenges providing instruction for clinical, site-embedded university-based students. These issues can include a lack of common times to meet with students, limited access to meeting space to provide direct instruction, and changes in the school schedule. A number of these barriers may be addressed by adding elements of online instruction to traditional in-person classes, making the course, in effect, a hybrid one. In this study, the researchers analyzed the perspectives of university-based, special education focused instructors and clinical partners on the barriers, needs, benefits, and content related to implementing hybrid instruction …

A Phenomenological Study On Special Education Teachers' Experience With General Education Teachers Not In A Co-Teaching Model Of Inclusion In North Carolina High Schools, Desmond Denard Coble

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the experiences of special education teachers with general education teachers who are not in a co-teaching model of inclusion in North Carolina high schools. The study examined how inclusion is implemented at the school level and how special education teachers and general education teachers collaborate for students with disabilities. Special education teachers working at the high school level in North Carolina are the participants in this study. The setting for the study is high schools within the state of North Carolina. The central question for this study asks how special …

The Lived Experience Of Secondary Career And Technical Education Teachers Collaborating With Special Education Teachers: A Transcendental Phenomenological Study, Padro L. Gould

Doctoral Dissertations and Projects

This transcendental phenomenological study aims to describe the lived experiences of secondary career and technical education (CTE) teachers in a Michigan public school district who collaborate with special education teachers to meet the instructional needs of students with special needs. The theory guiding this study is Bandura’s self-efficacy theory as it is used to assess CTE teacher confidence levels, and how those levels directly and indirectly affect their capacity to offer adequate instruction to CTE students with special needs through collaborative efforts. This research intended to answer this central research question: What are the experiences of CTE teachers who collaborate …

Features Of Direct Instruction: Interactive Lessons, Kristen R. Rolf, Timothy A. Slocum

Special Education and Rehabilitation Counseling Faculty Publications

Direct Instruction (DI) teaches challenging academic content to a range of diverse learners. In order to do so, DI includes a complex system for organizing and directing teacher–student interactions to maximize learning. This system includes: instructional formats that specify the interactions between teacher and student, flexible skills-based groupings, active student responding, responsive interactions between students and teachers, ongoing data-based decision making, and mastery teaching. In this article, we describe each of these main features of the system, define their functions, reveal how they are interwoven throughout all DI lessons, and provide specific examples of their application during instruction. Our goal …

Job Satisfaction And Self-Efficacy Score Differences In General And Special Education Teachers As Measured By The Job Satisfaction Survey And Teachers' Sense Of Efficacy Scale, Angela Alford

Doctoral Dissertations and Projects

Teacher turn over has been a concern over the last 30 years in the United States. The implementation of No Child Left Behind Act in 2002 impacted the accountability of teachers. This quantitative, correlation study endeavors to determine the relationship between teacher self-efficacy and job satisfaction. Within this study, teachers of a Title I school in the largest school district in a southern state were surveyed via hard copy. The Tschannen-Moran instrument, Teachers’ Sense of Efficacy Scale (2001), was used to identify three subscales: student engagement, instructional strategies, and classroom management. The Job Satisfaction Survey collected participants’ general satisfaction by …

A Descriptive Case Study Examining The Perceptions Of Haitian American Parents And The Perceptions Of Their Children’S Teachers On The Parents’ Involvement In A Structured Parent Intervention Program, Kristina M. Taylor

FIU Electronic Theses and Dissertations

Parental involvement is legally mandated requirement in schools across the United States, and prevalent in special education legislation. However, methods for increasing and promoting parent involvement of minority subgroups in low socioeconomic areas are scarce. The purpose of this study was to develop, implement, and describe Haitian parents’ perceptions of their involvement in a structured parent intervention program and to describe the perceptions of their children’s teachers concerning the parents’ involvement in the program.

In this study, the researcher used a descriptive qualitative case study methodology. All participants in the 5-month program implementation were interviewed at three points throughout the …