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You searched for +publisher:"University of Kansas" +contributor:("Robinson, Suzanne M"). Showing records 1 – 2 of 2 total matches.

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University of Kansas

1. James, Susanne Marie. SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION.

Degree: EdD, Special Education, 2011, University of Kansas

Special educators' knowledge of reading concepts are not only influenced by their understanding of the subject matter, but also by an amalgam of content and pedagogy that enables teachers to integrate this information to meet the diverse needs of students with disabilities. This study documented the conceptual knowledge that special education teacher candidates acquired during the certification process in special education across two preparation programs. The study used concept maps to determine how teacher candidates teachers enrolled in these programs visually represented their conceptual knowledge of reading comprehension. Further analysis supported how teachers enact this knowledge into reading comprehension scenarios in their classrooms. Advisors/Committee Members: Robinson, Suzanne M (advisor), Deshler, Donald D (cmtemember), Lenz, B. Keith (cmtemember), Barry, Arlene (cmtemember), White, Steven (cmtemember).

Subjects/Keywords: Special education; Teacher education; High incidence; Literacy; Reading; Teacher knowledge; Teacher preparation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

James, S. M. (2011). SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8024

Chicago Manual of Style (16th Edition):

James, Susanne Marie. “SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION.” 2011. Doctoral Dissertation, University of Kansas. Accessed February 18, 2019. http://hdl.handle.net/1808/8024.

MLA Handbook (7th Edition):

James, Susanne Marie. “SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION.” 2011. Web. 18 Feb 2019.

Vancouver:

James SM. SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/1808/8024.

Council of Science Editors:

James SM. SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8024


University of Kansas

2. Siuty, Molly Elizabeth. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.

Degree: PhD, Special Education, 2017, University of Kansas

Urban education systems serve nearly 16 million students and employ almost one million teachers in the United States. The preparation of teachers for urban settings must attend to the unique and complex historical and sociocultural context of urban communities. This includes disrupting dominant stereotypes, particularly of urban communities of color, and recognizing urban communities as vibrant and culturally rich. In addition, they must also recognize larger systems of power that influence the way in which resources are unevenly distributed between urban communities and schools. Furthermore, urban special education teacher preparation requires a comprehensive understanding of structural inequity that addresses disability and its intersection with other marginalized identities. Critical inclusive education offers an overarching framework for preparing (special) educators to critically analyze the way in which dominant ideologies (e.g., ableism, racism, sexism, etc.) to construct normalcy. It also critiques the way these dominant norms are used to justify the exclusion of students deemed different from the dominant norm. Critical inclusive education expands the definition of inclusion beyond the physical placement of students in general education to one that includes: (1) a cultural historical dimension, (2) an understanding of community and participation, and (3) a transformative agenda. Scholars of critical inclusive teacher preparation have envisioned (special education) teachers as potential change agents in the social project of increased equity and inclusion. Yet, (special) educators face structural inequities themselves as they are socialized into communities of practice that are not conducive to critical inclusion. This study addresses the lack of literature around the process of post-graduate teacher identity (re)constitution in their practice contexts. Using critical ethnographic methods, I studied four graduates of a teacher preparation program with a commitment to critical inclusion and urban education. My conceptual framework for this study drew on history-in-person, communities of practice, and figured worlds to understand the ways in which participants navigated the inherent tensions between the inclusive messages of their preparation program and their practice contexts. Three themes emerged from the analysis: (1) Constructs that Endure, (2) Inclusion Gatekeepers, and (3) Teacher Identity as Advocate. In sum, participants simultaneously constructed identities as resistors and reifiers of dominant ideologies in schools. Implications for how critical inclusive teacher preparation programs can help support new teachers as they transition to practice contexts will be discussed. Advisors/Committee Members: Kozleski, Elizabeth B (advisor), Robinson, Suzanne M (advisor), Cheatham, Gregory (cmtemember), Annamma, Subini A (cmtemember), Hallman, Heidi (cmtemember).

Subjects/Keywords: Special education; inclusive education; teacher education; teacher identity; urban education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Siuty, M. E. (2017). (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26117

Chicago Manual of Style (16th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Doctoral Dissertation, University of Kansas. Accessed February 18, 2019. http://hdl.handle.net/1808/26117.

MLA Handbook (7th Edition):

Siuty, Molly Elizabeth. “(Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance.” 2017. Web. 18 Feb 2019.

Vancouver:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Feb 18]. Available from: http://hdl.handle.net/1808/26117.

Council of Science Editors:

Siuty ME. (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26117

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