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作者 Howard, Lizette Y
書名 How exemplary teachers educate children of poverty, having low school readiness skills, without referrals to special education
說明 222 p
附註 Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0953
Adviser: Dennis R. Dunklee
Thesis (Ph.D.)--George Mason University, 2007
The over-identification of learning disabilities among children of poverty may be greatly influenced by the inability of teachers to distinguish between true learning disabilities and low achievement. This is further compounded by many teachers' inability to provide the structural support needed to bring children with insubstantial school-ready foundations up to par with their more instructionally secure peers. Through my research, I sought to improve the identification of elementary school children with low-school readiness skills to enable support measures and differentiation before major labeling or identification occurs. By gaining a deeper understanding of each teacher's instructional strategies, classroom design, and personal philosophies, I hoped this study could: broaden undergraduate teacher education programs to include a focus on educating children from low SES areas, strengthen staff development in schools with high numbers of low SES children and stress, to teachers of low SES children, the importance of establishing the background before an instructional starting point is established. I hoped this study would reveal sound methodologies that support and strengthen the educational foundations for school children who lack the necessary skills to benefit from instruction through prevention rather than remediation and special education intervention
Through this study I elicited quantifiable information from teachers who have been successful not only in avoiding special education referrals for low-school readiness children but also in improving children's overall school achievement. The focus of my research was to identify strategies teachers have successfully used to assess their students' needs, provide accommodations to promote success, and build relationships that foster trust and motivation. I developed six distinct research questions to guide this investigation
Based on selected principals' recommendations, I observed and interviewed kindergarten through third grade elementary school teachers who had referred no more then one student per year for special education testing and retained no more than one student per year over a period of three years. I made a focused effort to discover what these teachers do to help students learn and how they assess their students' foundational needs
The goal of this study was to identify (1) an instructional environment that restricts learning disabilities identification to students who are truly learning disabled and (2) teaching strategies that enable low achieving students to compete successfully in a regular classroom
School code: 0883
DDC
Host Item Dissertation Abstracts International 68-03A
主題 Education, Early Childhood
Education, Elementary
Education, Special
0518
0524
0529
Alt Author George Mason University
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