國立虎尾科技大學 |

Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities : = An Analysis of Students' and Teachers' Perspectives.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities :/
其他題名:	An Analysis of Students' and Teachers' Perspectives.
作者:	Hadwin, Monica J. Hacker.
面頁冊數:	1 online resource (236 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355342611

Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities : = An Analysis of Students' and Teachers' Perspectives.
Hadwin, Monica J. Hacker.

Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities :An Analysis of Students' and Teachers' Perspectives. - 1 online resource (236 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--University of South Carolina, 2017.

Includes bibliographical references

The purpose of this study was to investigate the consistency with which middle level social studies and special education teachers and administrators assist, educate, and guide middle level social studies students with language-based learning disabilities. The study was conducted as an inquiry into the students', teachers', and administrator's literacy beliefs and practices and it examined the coherence and congruence among these beliefs and practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355342611Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities : = An Analysis of Students' and Teachers' Perspectives.
LDR:03275ntm a2200397Ki 4500 001 920334
005 20181129124500.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355342611
035 $a (MiAaPQ)AAI10196354
035 $a (MiAaPQ)sc:14721
035 $a AAI10196354
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hadwin, Monica J. Hacker. $3 1195098
245 1 0 $a Meeting the Needs of Middle Grades Social Studies Students with Language Based Learning Disabilities : $b An Analysis of Students' and Teachers' Perspectives.
264 0 $c 2017
300 $a 1 online resource (236 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: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: David Virtue.
502 $a Thesis (Ph.D.)--University of South Carolina, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate the consistency with which middle level social studies and special education teachers and administrators assist, educate, and guide middle level social studies students with language-based learning disabilities. The study was conducted as an inquiry into the students', teachers', and administrator's literacy beliefs and practices and it examined the coherence and congruence among these beliefs and practices.
520 $a Conducted as an action research study, it examined the extent of the alignment using data collected from five teachers, six students and one administrator by means of interviews, focus groups, photographs, journal entries, and inventories. The data from teachers was gathered through interviews, observations, focus groups, a literacy journal and inventories.
520 $a The primary aim of the study was to evaluate the extent to which schools provide well aligned and congruent structural and organizational systems to support a coherent approach to literacy-based learning in middle level social studies classes. The findings suggest that there is coherence and congruence between the literacy beliefs of the students, teachers and administrator. They further suggest that for the most part, there exists congruence and coherence between the participants' practices. However, there are some incongruences about students' and teachers' literacy based beliefs and practices in a middle level social studies setting. These are largely misconceptions and may be the source of some disconnect between these participants.
520 $a Implications for the field include the need to improve teacher and administrator opportunities for professional development and reflection as well as the need to define best practices, including metacognitive skills for students with language-based learning disabilities in a middle level social studies setting.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Special education. $3 567627
650 4 $a Social sciences education. $3 1179940
650 4 $a Middle school education. $3 1148691
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0529
690 $a 0534
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of South Carolina. $b Education. $3 1195072
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10196354 $z click for full text (PQDT)