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Record identifier : 569865
Personal Name - Primary Intelectual Responsibility : Olson, Colleen Marie
Title and statement of responsibility : Investigation of the differences in instructional directedness and skill application by general and special education teachers [Thesis]
Publication, Distribution,Etc. : Teachers College, Columbia University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , Teachers College, Columbia University
Summary or Abstract : This study used teacher surveys to assess the teacher and student directedness of instruction and the basic and applied focus of the curriculum. The surveys also identified practices associated with these patterns of instructional directedness and curricular focus. The results from 80 general and special respondents indicated that both groups were more to be teacher- than student-directed during their instruction and that the two groups were equally likely to teach basic and applied skills in curriculum. Regression analyses indicated that these patterns were a function of a variety of curricular contexts that were independent of patterns of teacher or student directedness. The only practice found to be a significant predictor of student directedness was use of portfolios as a factor for grades. General and special education teachers engaged in this practice were also more likely to be student directed in their instruction. The study concluded that students in general and special education classes were more likely to experience teacher directions during instruction than to be encouraged by this group of teachers to direct and control their own learning..
Topical Name Used as Subject : Special education
Information of biblio record : TL
 
 
 
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