Education Commons^™

Exploration Of A Special Educator's Contributions To Co-Teaching In Relation To Content And Pedagogical Content Knowledge, Bharti Tandon

Theses and Dissertations

This was an exploratory case-study of a high performing co-teaching team at the high school level. The team consisted of a special educator and a general educator in their third year of co-teaching biology. The focus of the study was on the contributions of the special education teacher; these contributions were considered in relationship to his content and pedagogical content knowledge. The study contributes to the dialogue about the extent of content knowledge needed by the special educator and about the roles that special education teachers play in co-teaching in content areas. The study took place over four months. Data …

Perception, Practice, And Theory : A Case Study Of Leadership In An Urban Middle School, Marcia Lynette Speed

LSU Doctoral Dissertations

Explaining the complex nature of how leadership works within the school has proven difficult; consequently, many studies have shown little or no effects of leadership on student outcomes and school performance (Leithwood & Jantzi, 1999; Leithwood, Louis, Anderson, & Wahlstrom, 2004). Furthermore, researchers acknowledge that a gap exists in the literature between explaining models of leadership and describing the effective actions of leadership (Grissom & Loeb, 2011; Kruger et al, 2007; Robinson, 2006; Robinson et al 2008; Waters, Marzano, & McNulty, 2004). Of the research that does link leadership practices to student outcomes and school performance, the assumed indicators of …

A Case Study Seeking Indicators Of Coherence In A Pete Program, Robert John Doan

Theses and Dissertations

A Case Study Seeking Indicators of Coherence in a PETE Program

The purpose of this study was to examine the coherence of one facet of a single PETE program. Of particular interest was the role of one unique content course within the curriculum. Teacher educators have been challenged to respond to a variety of forces and to design more effective programs of teacher preparation. There are at least two challenges for teacher educators to respond to these challenges to their effectiveness. One challenge is that there is little empirical research focused on teacher educators themselves (Grundy & Hatton, 1995; John, …