國立虎尾科技大學 |

The Impact of Professional Development on Specially Designed Instruction for Students with a Specific Learning Disability.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Professional Development on Specially Designed Instruction for Students with a Specific Learning Disability./
作者:	Huffman, Stacy H.
面頁冊數:	1 online resource (164 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9798379616236

The Impact of Professional Development on Specially Designed Instruction for Students with a Specific Learning Disability.
Huffman, Stacy H.

The Impact of Professional Development on Specially Designed Instruction for Students with a Specific Learning Disability. - 1 online resource (164 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ed.D.)--Gardner-Webb University, 2023.

Includes bibliographical references

This research study, rooted in the theoretical framework of phenomenology, examined the impact of professional development related to specially designed instruction for students with a learning disability in reading. Teachers of students who had mastered at least 50% of their IEP goals in reading or had exited from special education services were the participants in this study. In addition to the teachers, administrators and district staff who worked with these teachers and students were included. Through a mixed methods research design, 47 participants were surveyed using Qualtrics, and 14 participants were interviewed. Findings demonstrated that professional development related to specially designed instruction proved beneficial to teachers, administrators, and district staff in helping students receive direct and intensive support in overcoming deficits and mastering goals. However, roadblocks such as lack of coaching, few incentives for professional development, scheduling conflicts, and vacancies negatively impacted the effectiveness of the professional development implementation. This research will provide the district with recommendations on how to increase the effectiveness of professional development for teachers related to specially designed instruction for students with a learning disability in reading to facilitate student progress.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379616236Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

Learning disabilitiesIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Professional Development on Specially Designed Instruction for Students with a Specific Learning Disability.
LDR:02843ntm a2200409K 4500 001 1141281
005 20240311061601.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379616236
035 $a (MiAaPQ)AAI30525743
035 $a AAI30525743
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Huffman, Stacy H. $3 1464972
245 1 4 $a The Impact of Professional Development on Specially Designed Instruction for Students with a Specific Learning Disability.
264 0 $c 2023
300 $a 1 online resource (164 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisor: Benson, Kristina.
502 $a Thesis (Ed.D.)--Gardner-Webb University, 2023.
504 $a Includes bibliographical references
520 $a This research study, rooted in the theoretical framework of phenomenology, examined the impact of professional development related to specially designed instruction for students with a learning disability in reading. Teachers of students who had mastered at least 50% of their IEP goals in reading or had exited from special education services were the participants in this study. In addition to the teachers, administrators and district staff who worked with these teachers and students were included. Through a mixed methods research design, 47 participants were surveyed using Qualtrics, and 14 participants were interviewed. Findings demonstrated that professional development related to specially designed instruction proved beneficial to teachers, administrators, and district staff in helping students receive direct and intensive support in overcoming deficits and mastering goals. However, roadblocks such as lack of coaching, few incentives for professional development, scheduling conflicts, and vacancies negatively impacted the effectiveness of the professional development implementation. This research will provide the district with recommendations on how to increase the effectiveness of professional development for teachers related to specially designed instruction for students with a learning disability in reading to facilitate student progress.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Teacher education. $3 1148451
650 4 $a Education. $3 555912
653 $a Learning disabilities
653 $a Mixed-methods
653 $a Phenomenology
653 $a Professional development
653 $a Specially designed instruction
653 $a Student progress
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0530
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Gardner-Webb University. $b College of Education. $3 1464973
773 0 $t Dissertations Abstracts International $g 84-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30525743 $z click for full text (PQDT)