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Connecting to Figure Out How to Teach ESOL: A Grounded Theory ...
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Épistémologie et méthodologie de l'observation de l'agir professoral : Didactique et pédagogie en formation d'enseignant.e.s de langue
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In: https://halshs.archives-ouvertes.fr/tel-03360854 ; Education. Cergy Paris Université, 2021 (2021)
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屏東縣幼兒客語沉浸師資培育成效與教學實踐現況研究 ; Teacher Training Efficiency and Teaching Practice of Preschool Hakka Language Immersion Teachers in Pingtung County
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Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2021, 251 S. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
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A Prática de Oralidade no Ensino-aprendizagem de Língua Portuguesa no 3º Ciclo do Ensino Básico e Ensino Secundário na Guiné-Bissau
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Da produtividade morfológica à criatividade linguística - um percurso formativo de magia
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SOCIAL JUSTICE WARRIORS: COACHING TEACHERS TO ENACT CULTURALLY RESPONSIVE PEDAGOGY
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Beliefs and Relationships Matter: Critical Pedagogy Tenets As A Foundation For Changing Teacher Practice
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Secondary school science teachers’ Pedagogical Content Knowledge (PCK) in their classroom practice
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Pedagogy of English and mathematics teachers in middle to high fee-paying private schools in Ashanti Region in Ghana
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Problemas associados ao conhecimento e uso do infinitivo pessoal e do conjuntivo futuro por estudantes de português como língua estrangeira
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Lecturers' identities and practices in English-medium instruction at a Catalan University: an ethnographic study
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule ...
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Formen der (Re-)Präsentation fachlichen Wissens. Ansätze und Methoden für die Lehrerinnen- und Lehrerbildung in den Fachdidaktiken und den Bildungswissenschaften
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Interdisziplinäre Tagung "Formen der (Re-)Präsentation Fachlichen Wissens - Ansätze und Methoden für die Lehrerbildung in den Fachdidaktiken und den Bildungswissenschaften" (2018 : Kiel). - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 262 S. (2020)
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Entre poesia e magia na construção de aprendizagens nos 1.º e 2.º Ciclos do Ensino Básico
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Lecturers' identities and practices in English-medium instruction at a Catalan University: an ethnographic study
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In: TDX (Tesis Doctorals en Xarxa) (2020)
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Investigating Teachers’ Perspectives on Using Students' First Language in the English as a Second Language Classroom in Guangzhou China
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Potential Roles of Speech-Language Pathologists in Advancing Early Intervention and Prevention within a Multi-Tiered System of Supports (MTSS) Framework
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In: Graduate Theses and Dissertations (2020)
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Abstract:
Multi-tiered system of supports (MTSS) is a framework that promotes school improvement through tiered deployment of research-based academic and behavioral practices. MTSS employs a systems approach whereby data-based problem solving integrates effective assessment and instruction designed to meet the academic, behavioral, and social emotional needs of all students. Many speech-language pathologists (SLPs) are interested in better understanding their role within MTSS and others have a desire to lead efforts at their school site or the district level, but are unsure of where to begin. This dissertation includes three papers that explore potential roles and responsibilities of SLPs within a multi-tiered framework. The first paper describes the development and initial validation of the SLP Involvement in MTSS Questionnaire. A total of 567 SLPs completed this questionnaire and measurement quality was evaluated in terms of score validity and reliability. A three-factor model with the following dimensions: Carrying Out Roles and Responsibilities, Leading, and Planning and Providing Interventions was supported and internal consistency was high. Questionnaire responses indicated that SLPs infrequently engage in MTSS activities. The second paper examines a writing intervention designed and applied by an SLP to provide targeted instruction for 10 first grade students who performed below expectations in the area of writing per classroom teacher and writing coach report. A multiple baseline design across three units of instruction: (1) paragraph structure; (2) sentence structure and handwriting; and (3) vocabulary and spelling allowed for the analysis of the effects of the intervention. Treatment effects were evident from the visual analysis and non-overlap statistics. Teacher ratings of student writing samples and social validity survey data provide further evidence that improvements in student writing were apparent. The third paper explores the iterative development of the Early Elementary Writing Rubric, a comprehensive assessment designed to accurately assess writing and to inform early childhood educators’ plans for instruction. Participants who successfully completed all study activities included a variety of stakeholders working in the schools: 55 classroom teachers (25 kindergarten and 30 first grade), 1 site-based administrator, 5 coaches and resource teachers, and 634 students. The refinement of the rubric proceeded through five steps: focus groups, expert panel review, cognitive interviews, pretesting, and pilot testing. A one factor model fit the data for all writing genres; internal consistency reliability was high; and interrater reliability between the researcher and participants varied from poor to good. First grade students received higher scores than kindergartners on all 10 scoring elements. This multi-manuscript dissertation exemplifies ways in which SLPs may capitalize on their skills through involvement in a variety of components of MTSS implementation. As interprofessional practice (IPP) continues to grow across the field of communication science and disorders, it is important to disseminate information regarding how SLPs can engage in IPP in educational settings. Involvement in MTSS provides SLPs with the opportunity for IPP as they join school-based leadership teams and collaborate with other professions seeking to spearhead systems change to maximize student achievement.
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Keyword:
and Research; early childhood education; Education; Educational Assessment; Elementary Education and Teaching; Evaluation; interprofessional practice; writing
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URL: https://digitalcommons.usf.edu/etd/9034
https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=10231&context=etd
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Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019)
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