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Full-Text Articles in Higher Education and Teaching
A Benchmark Portfolio Evaluating Sped 201: Introduction To Special Education, J. Marc Goodrich
A Benchmark Portfolio Evaluating Sped 201: Introduction To Special Education, J. Marc Goodrich
UNL Faculty Course Portfolios
No abstract provided.
Sped 415/415a Reading And Writing Disabilities: A Peer Review Of Teaching Project Benchmark Portfolio, Judith Wilson
Sped 415/415a Reading And Writing Disabilities: A Peer Review Of Teaching Project Benchmark Portfolio, Judith Wilson
UNL Faculty Course Portfolios
This portfolio explores four aspects of the lecture and practicum that comprise the coursework for students learning to tutor children with reading and writing disabilities. The first aspect is the alignment of the course objectives, teaching methods, assessments and scores. The second aspect is innovation in curricula for tutoring, explored through student response to surveys at the end of the tutoring session. The third aspect is student experience of participating in the course at mid-point and suggestions for improvement of course delivery, gathered by a mid-semester survey. The fourth aspect is topics and content students would like to see added …
A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco
A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco
Department of Educational Administration: Dissertations, Theses, and Student Research
This mixed methods study sought to identify the impact that transition into the practice of teaching had on the autonomy of pre-service secondary teachers of Mathematics. It was based on the belief that a Mathematics teacher’s autonomy depended on: beliefs about Mathematics and how it was learned, reflections on the teaching practice, and social constraints of a secondary school culture. Data was collected between January 2009 and March 2010. In Phase I (Quantitative) the participants (N = 30), selected from ten State University of New York teacher preparation colleges and universities, completed five instruments to quantify the three factors of …