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Differentiated Instruction For Students With Significant Disabilities In Inclusive Secondary Classrooms, Oghenevwaire Odeworitse Malomo
Differentiated Instruction For Students With Significant Disabilities In Inclusive Secondary Classrooms, Oghenevwaire Odeworitse Malomo
Walden Dissertations and Doctoral Studies
Secondary general education teachers often face many challenges when differentiating instruction to meet the learning needs of students with significant disabilities (SD) in an inclusive secondary general education classroom. A qualitative case study that included eight general education teachers from different content areas in southwest state in the US was used to investigate the general education teachers’ perception of the challenges they face when differentiating instruction to meet the learning needs of students with SD in an inclusive secondary general education classroom. Tomlinson’s differentiated instruction (DI) model serve as the conceptual framework for this study, which emphasizes maximizing learning for …
Perspectives On Professional Development On Common Core Standards For English Language Arts, Martin W. Jones
Perspectives On Professional Development On Common Core Standards For English Language Arts, Martin W. Jones
Walden Dissertations and Doctoral Studies
Middle school teachers at a rural site in a western state have faced problems in implementing Common Core State Standards (CCSS) for English Language Arts (ELA), as well as in resolving achievement gaps in ELA between regular education students, special education (SPED) students, English language learners (ELL), and at-risk students. The purpose of this case study was to obtain teachers’ and school leaders’ perspectives on how CCSS for ELA can be used to enhance learning for all populations of students using the Universal Design for Learning (UDL) principles. The CCSS for ELA and UDL comprised the frameworks employed in this …
Instructional Leadership Practices Of Middle School Principals Regarding Students With Learning Disabilities, Sharon Dixson
Instructional Leadership Practices Of Middle School Principals Regarding Students With Learning Disabilities, Sharon Dixson
Walden Dissertations and Doctoral Studies
AbstractA problem existed among middle school principals in that they appeared to inconsistently apply instructional leadership practices while supporting their teachers teaching students with learning disabilities. How the principals perceived these inconsistencies and the possible effects on practice was not fully understood. The purpose of this study was to understand the perceptions of middle school principals regarding their instructional leadership practices to consistently support teachers who teach students with learning disabilities. The conceptual framework comprised the instructional leadership theory of Murphy, Hallinger, Weil, and Mitman. The research question addressed the perceptions of middle school principals regarding their instructional leadership practices …
Educational Interpreters For The Deaf: Job Ambiguity And Role Conflict, Marian Berry
Educational Interpreters For The Deaf: Job Ambiguity And Role Conflict, Marian Berry
Walden Dissertations and Doctoral Studies
AbstractThis study investigated the ongoing job ambiguity and role conflict of certified educational interpreters for the deaf (CEID). It explored and identified factors that contribute to the difficulty in recruiting and retaining CEID interpreters for K-12 schools. The difficulty is compounded by the need for increasingly complex and specialized skills and knowledge required to become a CEID. Little attention has been given to CEIDs and the problems of job ambiguity, role conflict, and interpreter shortage. Identification of the recurring factors in the job ambiguity and role conflict will contribute toward eliminating the shortage of CEID's. This qualitative study aimed to …
Teachers’ Perceptions Of Differentiation And The Struggle For Consistent Implementation, Felicia Dawn Fordyce
Teachers’ Perceptions Of Differentiation And The Struggle For Consistent Implementation, Felicia Dawn Fordyce
Walden Dissertations and Doctoral Studies
A problem at three elementary schools in an Appalachian state was that some or all instructors were struggling to implement differentiated instruction in the classroom. Because differentiation is a research-based best practice, teachers should be consistently using this strategy to meet the varying needs found within the inclusive classroom. Therefore, the purpose of this study was to investigate perceptions of third- and fourth-grade teachers on their knowledge, implementation, and self-assessment of using differentiated instruction in classrooms in three elementary schools. A qualitative case study methodology was used with the interpretation of differentiation as the conceptual framework. The two research questions …