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

Special education teacher practices ...

Starks, Kristin E.

FindBook

Google Book

Amazon

博客來

Special education teacher practices for using technology to support writing during the writing process for students with learning and academic disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Special education teacher practices for using technology to support writing during the writing process for students with learning and academic disabilities./
作者:	Starks, Kristin E.
面頁冊數:	327 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
Contained By:	Dissertation Abstracts International77-06A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10002409
ISBN:	9781339419190

Special education teacher practices for using technology to support writing during the writing process for students with learning and academic disabilities.
Starks, Kristin E.

Special education teacher practices for using technology to support writing during the writing process for students with learning and academic disabilities. - 327 p.

Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.

Thesis (Ed.D.)--Illinois State University, 2015.

A purposeful sampling of special education teachers was conducted to determine frequency of teacher practices regarding content-area writing; writing tasks with use of technology to support writing (TSW) and without (through handwriting [HW]); assessment of students' writing with TSW and HW; and TSW documentation as assistive technology (AT) in the individualized education program (IEP). In addition, special education teachers' perspectives on professional development (PD) to inform their use of TSW as AT with students with learning and academic disabilities in Grades 4 through 8 were investigated. Learning and academic disabilities included learning disabilities (LD), emotional disturbance (ED), attention deficit disorder (ADD), and attention deficit hyperactivity disorder (ADHD). This resulted in 88 usable surveys, with 8 participants completing individual, follow-up interviews. Survey findings indicated teachers had students write longer, extended essays most often in English language arts, relying on short-answer responses in science and social studies. Teachers had students complete persuasive writing the least in comparison with informative and narrative writing. Although 66 of the 78 teachers who addressed this item on the online survey believed TSW to be AT, only half of them listed it on students' IEPs. The most frequent setting in which students accessed TSW was the resource classroom. The two primary modes of PD teachers received and found helpful were in-service sessions/workshops and peer coaching/mentoring. Interview results further supported quantitative findings by providing confirmation concerning issues with: access to TSW, comparison of students' outcomes with TSW use versus HW, documentation in IEPs, and need for supports to inform teachers' use of TSW with students. Results are discussed in terms of teacher documentation of and student access to TSW as AT, comparison of students' writing samples with TSW and HW, and types of writing tasks completed to assure students with learning and academic disabilities are ready for high school and beyond.

ISBN: 9781339419190Subjects--Topical Terms:

516693
Special education.

Special education teacher practices for using technology to support writing during the writing process for students with learning and academic disabilities.
LDR:03100nmm a2200289 4500 001 2071446
005 20160707145625.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339419190
035 $a (MiAaPQ)AAI10002409
035 $a AAI10002409
040 $a MiAaPQ $c MiAaPQ
100 1 $a Starks, Kristin E. $3 3186586
245 1 0 $a Special education teacher practices for using technology to support writing during the writing process for students with learning and academic disabilities.
300 $a 327 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
500 $a Adviser: George R. Peterson-Karlan.
502 $a Thesis (Ed.D.)--Illinois State University, 2015.
520 $a A purposeful sampling of special education teachers was conducted to determine frequency of teacher practices regarding content-area writing; writing tasks with use of technology to support writing (TSW) and without (through handwriting [HW]); assessment of students' writing with TSW and HW; and TSW documentation as assistive technology (AT) in the individualized education program (IEP). In addition, special education teachers' perspectives on professional development (PD) to inform their use of TSW as AT with students with learning and academic disabilities in Grades 4 through 8 were investigated. Learning and academic disabilities included learning disabilities (LD), emotional disturbance (ED), attention deficit disorder (ADD), and attention deficit hyperactivity disorder (ADHD). This resulted in 88 usable surveys, with 8 participants completing individual, follow-up interviews. Survey findings indicated teachers had students write longer, extended essays most often in English language arts, relying on short-answer responses in science and social studies. Teachers had students complete persuasive writing the least in comparison with informative and narrative writing. Although 66 of the 78 teachers who addressed this item on the online survey believed TSW to be AT, only half of them listed it on students' IEPs. The most frequent setting in which students accessed TSW was the resource classroom. The two primary modes of PD teachers received and found helpful were in-service sessions/workshops and peer coaching/mentoring. Interview results further supported quantitative findings by providing confirmation concerning issues with: access to TSW, comparison of students' outcomes with TSW use versus HW, documentation in IEPs, and need for supports to inform teachers' use of TSW with students. Results are discussed in terms of teacher documentation of and student access to TSW as AT, comparison of students' writing samples with TSW and HW, and types of writing tasks completed to assure students with learning and academic disabilities are ready for high school and beyond.
590 $a School code: 0092.
650 4 $a Special education. $3 516693
650 4 $a Educational technology. $3 517670
650 4 $a Middle school education. $3 969762
690 $a 0529
690 $a 0710
690 $a 0450
710 2 $a Illinois State University. $b Special Education. $3 3186587
773 0 $t Dissertation Abstracts International $g 77-06A(E).
790 $a 0092
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10002409