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dc.contributor.advisorHenry, Anna L.en_US
dc.contributor.authorKillingsworth, Justin Lee
dc.date.issued2011
dc.date.submitted2011 Fallen_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 29, 2012).en_US
dc.descriptionThe 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.descriptionDissertation advisor: Dr. Anna L. Henryen_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Agricultural education.en_US
dc.descriptionPh. D. University of Missouri--Columbia 2011.en_US
dc.description"December 2011"en_US
dc.description.abstractFederal 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.extentxi, 160 pagesen_US
dc.identifier.otherKillingsworthJ-121611-D578
dc.identifier.urihttp://hdl.handle.net/10355/14417
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartofcollection2011 Freely available dissertations (MU)
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations
dc.subjectagricultural educationen_US
dc.subjectevidence-based practicesen_US
dc.subjectdirect instructionen_US
dc.subjectstrategy instructionen_US
dc.subjectspecial educationen_US
dc.titleAgriculture teachers' perception and practice for teaching students with disabilitiesen_US
dc.typeThesisen_US
thesis.degree.disciplineAgricultural educationeng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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