Browsing by Subject "differentiated instruction"
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Item A Case Study of Four Agricultural Science Teachers? Preparation for Teaching Special Needs Students(2014-12-12) Moreland, Michelle MarieNo Child Left Behind (2002) and the Individuals with Disabilities Education Act (2004) have changed the way students with disabilities are educated in public schools today. The purpose of this study was to examine the preservice program at an 1876 land grant institution and determine if it was adequately preparing students to meet the needs of special education students in their classrooms. The question that guided this study was: What were the voices of agricultural science teachers regarding their preparation to meet the needs of special education students in agricultural science classrooms? This study utilized qualitative case study methodology and interpretive phenomenological analysis in order for the researcher to gain knowledge about the participants? experiences. Three themes emerged as a result of this qualitative analysis: learning by doing, lack of preparedness, and room for improvement. Field experiences were cited as the most meaningful learning experiences. Recommendations for bridging the gap between theory and practice include modeling differentiated instruction practices by faculty, providing opportunities for implementing differentiated objectives and instruction, and facilitating better communication between special education staff and student teachers during the student teaching semester.Item Effective Differentiated Instructional Elements for Improving Student Performance as Perceived by Secondary Principals in Exemplary Public High Schools in Texas: A Delphi Study(2011-10-21) Durrett, Teresa AnnThe primary purpose of this Delphi study was to determine which of the research-identified differentiated instructional elements are the most effective for improving student performance as perceived by secondary principals in 2A to 5A 2009 ?Exemplary? public high schools in Texas. A secondary purpose for this study was to determine what additional differentiated instructional elements are perceived by this study?s targeted principals as being critical for student success. The researcher obtained feedback during three Delphi survey rounds from the twenty-four member expert panel regarding which of the research-identified differentiated instructional elements they perceived to be the most effective for improving student performance. The differentiated instructional elements presented in the survey were based upon a sound theoretical framework resulting from a review of existing research on differentiated instruction. After Round Three, consensus was reached, and the data collection period ended. Each of the surveys for the study, as well as the statistical analysis, can be found in the appendices of this dissertation. The findings of this study determined that using a variety of resources, as well as a variety of strategies, were the top-ranked research-identified differentiated instructional elements that the expert panel perceived to be the most effective for improving student performance. In addition, panelists agreed that the differentiated instructional elements already identified in existing research, as presented in this study, are comprehensive and sufficient for improving student performance. Without a doubt, the conclusions and recommendations of this study could extend the current knowledge base by promoting the use of the most effective research-identified differentiated instructional elements to improve student performance. Furthermore, the implications of the study will be invaluable for ongoing professional development, principal and teacher preparation programs, and for those in the field seeking to improve their daily educational practices for student impact.Item School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders(2012-07-16) Long, RobertThe purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined School-Wide Positive Behavior Support Implementation as it relates to the recidivism rates of students of color in the in-school suspension setting. Over the course of one school year, the perceptions of seven middle school teachers, three parents, and two administrators were explored in a suburban middle school in Southeast Texas. Although In-school suspension programs exist in every American public school to some degree, little research has been done in regards to the academic outcomes associated with those who are frequently placed in this campus based disciplinary alternative educational placement. In many of these "placement" many of the students assigned are not afforded access to instructional materials, supplies, or a certified teacher. Since the enactment of the federal No Child Left Behind Act (2001), the achievement gap has been discussed and studied. However, few studies have been done to understand how the current practices in in-school suspension contribute to the achievement gap specifically among students of color. This study examined key stakeholder's perceptions of School-Wide Positive Behavior Supports, and In-school suspension as a vehicle for referral reduction and removal of middle school students from their academic setting. The participants were "key-stakeholder" parents, teachers, and administrators who educate students at Caden Middle School. Findings from this problem of practice indicated that not only was the campus not imploring consistent practices and interventions related to and promoted by the SWPBS system in the in-school suspension setting, many of the staff members teachers and administrators alike did not adhere to the philosophical tenants of the SWPBS within the general classroom setting. The research presented in the record of study, identified gaps in both perceptions and understanding among key stakeholders in regards both in-school suspension and the school-wide positive behavior support systems at Caden Middle School. Results of this from this problem of practice found a severe disconnect in understanding the purpose and rationale of SWPBS among the administrators, teachers, and parents that participated in this study. Furthermore, the variance in the "self-sense making" done by each of the stakeholder groups after campus leadership failed to communicate, support, and sustain district expectations for program implementation with fidelity. Initiatives implemented through the investigation of the questions related to this problem of practice assisted in providing relevant professional development to re-solicit teacher and staff buy-in, prioritization of organization goals, and engaging teacher leadership to re-implement SWPBS to countermand system practices that were contrary to the district's original expectations.