東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Differentiated instruction in the wo...

Dee, Amy Lynn.

FindBook

Google Book

Amazon

博客來

Differentiated instruction in the work sample: A study of preservice teacher practice.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Differentiated instruction in the work sample: A study of preservice teacher practice./
作者:	Dee, Amy Lynn.
面頁冊數:	78 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4603.
Contained By:	Dissertation Abstracts International70-12A.
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388206
ISBN:	9781109525687

Differentiated instruction in the work sample: A study of preservice teacher practice.
Dee, Amy Lynn.

Differentiated instruction in the work sample: A study of preservice teacher practice. - 78 p.

Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4603.

Thesis (Ed.D.)--George Fox University, 2009.

Successfully implementing the practice of inclusion by differentiating instruction is dependent upon both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and exemplary preservice teacher education programs must prepare preservice teachers to meet the needs of all students by giving them the skills to make appropriate lesson adaptations, accommodations and modifications. This study investigates the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary school credential. The research examined the nature, characteristics, and types of instructional adaptations included in the work samples prepared by a sample of preservice teachers. Six themes surfaced from the study of the categorical data and the text taken directly from the lesson plans in the work samples. First, no evidence of purposeful planning for students with Individual Education Programs emerges in the sequence of the lesson plans. Second, accommodations written into the work sample lessons center around partner or group work. Third, preservice teachers have an undeveloped or inaccurate understanding about special education and its terminology. Fourth, preservice teachers tend to use multiple intelligences and the use of manipulatives for differentiation. Fifth, preservice teacher reflections focus on the teacher rather than student learning. Sixth, very little evidence of meaningful planning or differentiation for students with disabilities appears in the work sample generally.

ISBN: 9781109525687Subjects--Topical Terms:

1669073
Education, Instructional Design.

Differentiated instruction in the work sample: A study of preservice teacher practice.
LDR:02638nam 2200301 4500 001 1395570
005 20110520122354.5
008 130515s2009 ||||||||||||||||| ||eng d
020 $a 9781109525687
035 $a (UMI)AAI3388206
035 $a AAI3388206
040 $a UMI $c UMI
100 1 $a Dee, Amy Lynn. $3 1674275
245 1 0 $a Differentiated instruction in the work sample: A study of preservice teacher practice.
300 $a 78 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4603.
500 $a Adviser: Suzanne Harrison.
502 $a Thesis (Ed.D.)--George Fox University, 2009.
520 $a Successfully implementing the practice of inclusion by differentiating instruction is dependent upon both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and exemplary preservice teacher education programs must prepare preservice teachers to meet the needs of all students by giving them the skills to make appropriate lesson adaptations, accommodations and modifications. This study investigates the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary school credential. The research examined the nature, characteristics, and types of instructional adaptations included in the work samples prepared by a sample of preservice teachers. Six themes surfaced from the study of the categorical data and the text taken directly from the lesson plans in the work samples. First, no evidence of purposeful planning for students with Individual Education Programs emerges in the sequence of the lesson plans. Second, accommodations written into the work sample lessons center around partner or group work. Third, preservice teachers have an undeveloped or inaccurate understanding about special education and its terminology. Fourth, preservice teachers tend to use multiple intelligences and the use of manipulatives for differentiation. Fifth, preservice teacher reflections focus on the teacher rather than student learning. Sixth, very little evidence of meaningful planning or differentiation for students with disabilities appears in the work sample generally.
590 $a School code: 1149.
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Special. $3 606639
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0447
690 $a 0529
690 $a 0530
690 $a 0727
710 2 $a George Fox University. $3 1020843
773 0 $t Dissertation Abstracts International $g 70-12A.
790 1 0 $a Harrison, Suzanne, $e advisor
790 $a 1149
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388206