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

Collaborative Practices Between Clas...

Figueroa, Sayi.

FindBook

Google Book

Amazon

博客來

Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension./
作者:	Figueroa, Sayi.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	163 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: B.
Contained By:	Dissertations Abstracts International85-05B.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30693448
ISBN:	9798380807302

Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension.
Figueroa, Sayi.

Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 163 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: B.

Thesis (Ph.D.)--Walden University, 2023.

This item must not be sold to any third party vendors.

The problem examined in this study was that special education teachers and speech-language providers have yet to fully understand how they can collaborate to deliver reading comprehension instruction to students with learning disabilities in integrated co-teaching classroom settings. Using a systems-thinking conceptual framework and basic qualitative research, the purpose of this study was to explore collaboration techniques between special education teachers and speech-language therapists. Participants were selected using a purposeful sampling method and consisted of 11 special education teachers and five speech-language providers in urban public elementary schools. The research questions focused on exploring how teachers and providers collaborate to teach reading comprehension skills to elementary school students with learning disabilities. Data analysis was conducted using a thematic analysis approach. Seven themes emerged from the data: special education teachers and speech-language providers show mutual respect; they engage in genuine dialogue; they are accountable; they work to align instruction; they engage in self-assessment; they are tenacious; and they remain committed to their roles and students. School leaders can use the results of this study to develop meaningful professional development to support collaboration, inform instructional strategies, and create cohesion between special-education teachers and speech-language providers as they support reading comprehension skills in elementary school students with disabilities.

ISBN: 9798380807302Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Reading comprehension

Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension.
LDR:02888nmm a2200409 4500 001 2395101
005 20240513060820.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380807302
035 $a (MiAaPQ)AAI30693448
035 $a AAI30693448
040 $a MiAaPQ $c MiAaPQ
100 1 $a Figueroa, Sayi. $3 3764603
245 1 0 $a Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 163 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: B.
500 $a Advisor: Garlough, Katherine.
502 $a Thesis (Ph.D.)--Walden University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a The problem examined in this study was that special education teachers and speech-language providers have yet to fully understand how they can collaborate to deliver reading comprehension instruction to students with learning disabilities in integrated co-teaching classroom settings. Using a systems-thinking conceptual framework and basic qualitative research, the purpose of this study was to explore collaboration techniques between special education teachers and speech-language therapists. Participants were selected using a purposeful sampling method and consisted of 11 special education teachers and five speech-language providers in urban public elementary schools. The research questions focused on exploring how teachers and providers collaborate to teach reading comprehension skills to elementary school students with learning disabilities. Data analysis was conducted using a thematic analysis approach. Seven themes emerged from the data: special education teachers and speech-language providers show mutual respect; they engage in genuine dialogue; they are accountable; they work to align instruction; they engage in self-assessment; they are tenacious; and they remain committed to their roles and students. School leaders can use the results of this study to develop meaningful professional development to support collaboration, inform instructional strategies, and create cohesion between special-education teachers and speech-language providers as they support reading comprehension skills in elementary school students with disabilities.
590 $a School code: 0543.
650 4 $a Special education. $3 516693
650 4 $a Speech therapy. $3 520446
650 4 $a Elementary education. $3 641385
650 4 $a Disability studies. $3 543687
653 $a Reading comprehension
653 $a Special education teachers
653 $a Speech-language therapists
653 $a Elementary school students
653 $a Speech-language providers
690 $a 0529
690 $a 0460
690 $a 0201
690 $a 0524
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 85-05B.
790 $a 0543
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30693448