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dc.contributor.advisorHenry, Anna L.eng
dc.contributor.authorKillingsworth, Justin Leeeng
dc.date.issued2011eng
dc.date.submitted2011 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 29, 2012).eng
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.eng
dc.descriptionDissertation advisor: Dr. Anna L. Henryeng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Agricultural education.eng
dc.descriptionPh. D. University of Missouri--Columbia 2011.eng
dc.description"December 2011"eng
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.eng
dc.format.extentxi, 160 pageseng
dc.identifier.oclc872560454eng
dc.identifier.otherKillingsworthJ-121611-D578eng
dc.identifier.urihttp://hdl.handle.net/10355/14417eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subjectagricultural educationeng
dc.subjectevidence-based practiceseng
dc.subjectdirect instructioneng
dc.subjectstrategy instructioneng
dc.subjectspecial educationeng
dc.titleAgriculture teachers' perception and practice for teaching students with disabilitieseng
dc.typeThesiseng
thesis.degree.disciplineAgricultural education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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