Show simple item record

dc.contributor.advisorAcker-Hocevar, Michele
dc.creatorNeese-Blackman, Chris Jean
dc.date.accessioned2013-09-18T23:40:37Z
dc.date.available2013-09-18T23:40:37Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/2376/4682
dc.descriptionThesis (Ph.D.), College of Education, Washington State Universityen_US
dc.description.abstractThe perception of high school special education math students and their teachers regarding the collaboration and provision of specially designed instruction was explored in this qualitative study. The theoretical framework proposed that a balance between constructivism and direct instruction within a student-centered classroom would encourage student voice and provide immediate feedback to teachers in their selection and use of instructional strategies. The literature suggests that students offer a unique perspective on learning and that when listened to could have a positive impact. According to fifteen student participants and three special education teachers, collaboration between students and teachers did not exist, yet suggestions for encouraging this two-way dialogue emerged. Additionally, the instructional strategies that were identified as having a positive impact on learning surfaced within the context of three qualities of an effective teacher: student connectedness, differentiated instruction, and subject competence. Recommendations invite school districts to consider subject knowledge in teacher assignment and for policy leaders to include student voice as a component of teacher evaluation systems in an effort to improve math instruction and have a greater impact on student learning.en_US
dc.description.sponsorshipCollege of Education, Washington State Universityen_US
dc.language.isoEnglish
dc.rightsIn copyright
dc.rightsPublicly accessible
dc.rightsopenAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://www.ndltd.org/standards/metadata
dc.rights.urihttp://purl.org/eprint/accessRights/OpenAccess
dc.subjectSpecial educationen_US
dc.subjectMathematics educationen_US
dc.subjectdifferentiated instructionen_US
dc.subjectSDIen_US
dc.subjectstudent voiceen_US
dc.titleThe Voice of Special Education Math Students and their Teachers: A Collaborative Approach to Specially Designed Instruction
dc.typeElectronic Thesis or Dissertation


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record