Agriculture teachers' perception and practice for teaching students with disabilities

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Agriculture teachers' perception and practice for teaching students with disabilities

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14417

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dc.contributor.advisor Henry, Anna L. en_US
dc.contributor.author Killingsworth, Justin Lee
dc.date.accessioned 2012-05-29T17:16:57Z
dc.date.available 2012-05-29T17:16:57Z
dc.date.issued 2011
dc.date.submitted 2011 Fall en_US
dc.identifier.other KillingsworthJ-121611-D578
dc.identifier.uri http://hdl.handle.net/10355/14417
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on May 29, 2012). en_US
dc.description The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. en_US
dc.description Dissertation advisor: Dr. Anna L. Henry en_US
dc.description Vita. en_US
dc.description Includes bibliographical references. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Agricultural education. en_US
dc.description Ph. D. University of Missouri--Columbia 2011. en_US
dc.description "December 2011" en_US
dc.description.abstract Federal legislation mandates that appropriate education be provided for all students in US public schools (Individuals with Disabilities Education Act, 2004; No Child Left Behind, 2001). The use of evidence-based instructional practices for special education, such as Direct Instruction and Strategy Instruction, is one example of mandated educational provision. While positive outcomes have been documented from the use of evidence-based practices in agricultural education (Davis, Akers, Doerfert, McGregor, & Keith, 2005; Pense Watson, & Wakefield, 2009, 2010), a need was identified for describing agriculture teachers' use of Direct Instruction and Strategy Instruction. Findings were used to conclude that teachers espoused and used Traditional Instructional Practices with the highest frequency, teachers espoused and used Other Characteristics of Instructional Practice with lowest frequency, teachers were observed to use instructional practices with higher frequency than were reportedly espoused, and two clusters of teachers emerged with similarities in espoused and observed use of instructional practice. Implications were identified and recommendations for practice and future research were developed to support agriculture teachers' use of evidence-based instructional practices. en_US
dc.format.extent xi, 160 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.subject agricultural education en_US
dc.subject evidence-based practices en_US
dc.subject direct instruction en_US
dc.subject strategy instruction en_US
dc.subject special education en_US
dc.title Agriculture teachers' perception and practice for teaching students with disabilities en_US
dc.type Thesis en_US
thesis.degree.discipline Agricultural education en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations
dc.relation.ispartofcollection 2011 Freely available dissertations (MU)


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