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You searched for +publisher:"University of New Orleans" +contributor:("Dr. Jan Janz"). Showing records 1 – 3 of 3 total matches.

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University of New Orleans

1. Geiring, Mary Alice. Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program.

Degree: PhD, Special Education and Habilitative Services, 2018, University of New Orleans

Before they enter the classroom, teacher candidates must acquire the knowledge, dispositions, and instructional strategies necessary to succeed in educating students with a variety of learning abilities before they enter the classroom. The educational roles and responsibilities required of teacher candidates have changed from a general education classroom without students with disabilities to an inclusive setting for all learners. Now students with disabilities spend more time in the general education classroom to be educated at least 80% of their time with their same-aged peers. Therefore, this qualitative study, through the use of one-on-one interviews, sought to expand the existing research by identifying and analyzing the experiences of nine teacher candidates who were enrolled in a teacher preparation program for dual certification in general and mild/moderate disabilities. Candidates responded to interview questions about their preparation programs regarding coursework, practicum, and student teaching/internship requirements. While virtually all teacher candidates described their experiences as positive, candidates were prepared to collaborate (work together toward a common goal) with university faculty, special and general education mentors, principals, other educators in the schools. The pairing of teacher candidates with their peers, practicum mentors, and mentors during student teaching/internships, has been shown to provide a more supportive and collaborative environment than the traditional model of teachers who typically worked in silos or autonomously. In these instances, it appeared that not all mentors promoted collaboration, were familiar with co-teaching models or were not able to spend a sufficient amount of time to implement these models, and co-teaching models were lacking and limited time was the contributing factor. Concerns were voiced by candidates who experienced challenges that pertained to the act or perceived value of collaboration in practice when they were mentored particularly by the assigned general education mentor teachers. Advisors/Committee Members: Dr. Jan Janz, Dr. Linda Flynn, Dr. Kenneth Farizo.

Subjects/Keywords: Collaboration, co-teaching, teacher preparation, special and general education; Special Education and Teaching

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

APA (6th Edition):

Geiring, M. A. (2018). Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2463

Chicago Manual of Style (16th Edition):

Geiring, Mary Alice. “Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program.” 2018. Doctoral Dissertation, University of New Orleans. Accessed October 23, 2020. https://scholarworks.uno.edu/td/2463.

MLA Handbook (7th Edition):

Geiring, Mary Alice. “Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program.” 2018. Web. 23 Oct 2020.

Vancouver:

Geiring MA. Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2020 Oct 23]. Available from: https://scholarworks.uno.edu/td/2463.

Council of Science Editors:

Geiring MA. Collaborative Experiences of Teacher Candidates in a Dual, Mild/Moderate and General Education Program. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2463


University of New Orleans

2. Clifford, Sarah E. The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School.

Degree: PhD, Special Education and Habilitative Services, 2018, University of New Orleans

The Individuals with Disabilities Education Act (IDEA) guarantees certain rights and protections to students with disabilities enrolled in public schools, and to their families. Even though virtual schools are one of the fastest growing trends in public k-12 education, there is evidence that these schools may not be fully implementing IDEA for enrolled students with disabilities. There has been some concern regarding the appropriateness of virtual education for student with disabilities, as well as some concern for the spectrum of services being offered in virtual schools. This case study examined the implementation of special education supports and services in one public virtual k-12 school in the United States. Interviews, document review, and participant observations were used to collect data. Findings indicated that components of IDEA were not being universally implemented for students with disabilities. Limited programming options, large special education caseloads, and an over-dependence on parents and other non-teacher adults limits students’ access to Free and Appropriate Public Education, Least Restrictive Environment, and Individualized Education Plans. Issues were also identified in the provision of Appropriate Evaluation, Parent Participation, and Procedural Safeguards. Regardless of documented challenges, benefits to virtual education were noted. Parent, faculty and staff participants reported being happier with virtual school than brick-and-mortar. Faculty enjoys easy access to a multitude of academic data. Relationships and communication among community members was reported to be stronger than what was previously experienced in brick-and-mortar schools. Faculty, staff and parent participants discussed students’ emotional and physical safety as a benefit of virtual education. Advisors/Committee Members: Dr. Linda Flynn-Wilson, Dr. Jan Janz, Dr. Brian Beabout.

Subjects/Keywords: virtual education, virtual school, virtual special education, IDEA, Individuals with Disabilities Education Act, children with disabilities, compliance, charter school; Disability and Equity in Education; Online and Distance Education

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

APA (6th Edition):

Clifford, S. E. (2018). The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2449

Chicago Manual of Style (16th Edition):

Clifford, Sarah E. “The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed October 23, 2020. https://scholarworks.uno.edu/td/2449.

MLA Handbook (7th Edition):

Clifford, Sarah E. “The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School.” 2018. Web. 23 Oct 2020.

Vancouver:

Clifford SE. The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2020 Oct 23]. Available from: https://scholarworks.uno.edu/td/2449.

Council of Science Editors:

Clifford SE. The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2449

3. Alzahrani, Sultan. Investigation of Early Intervention Teachers' Perspective about Services in the Mecca Region of the Kingdom of Saudi Arabia.

Degree: PhD, Special Education and Habilitative Services, 2017, University of New Orleans

This survey-based, quantitative research investigated Early Intervention teachers' perception about Early Intervention services in Mecca Region in The Kingdom of Saudi Arabia. This research focused on three dimensions of Early Intervention including attitude toward Early Intervention services, the cultural influences in the provision of services, and the recommended practices that were used by professionals. Two options were offered to subjects to complete the survey: 1) an online survey and 2) a hard copy of the survey which was distributed to teachers in Early Intervention Centers. The majority of the participants completed the online survey. Data was collected and analyzed. The results showed that the teachers in Mecca Region in Saudi Arabia did not follow recommended practices. However, they had positive attitudes about Early Intervention services and indicated that they considered the culture of the children and families when determining curriculum and services in their programs. Advisors/Committee Members: Dr. Linda Flynn-Wilson, Dr. Jan Janz, Dr. Marc Bonis.

Subjects/Keywords: Early Intervention, IEP, special education, early childhood, children with disabilities, young children with disabilities.; Disability and Equity in Education; Early Childhood Education; Special Education and Teaching

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

APA (6th Edition):

Alzahrani, S. (2017). Investigation of Early Intervention Teachers' Perspective about Services in the Mecca Region of the Kingdom of Saudi Arabia. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2291

Chicago Manual of Style (16th Edition):

Alzahrani, Sultan. “Investigation of Early Intervention Teachers' Perspective about Services in the Mecca Region of the Kingdom of Saudi Arabia.” 2017. Doctoral Dissertation, University of New Orleans. Accessed October 23, 2020. https://scholarworks.uno.edu/td/2291.

MLA Handbook (7th Edition):

Alzahrani, Sultan. “Investigation of Early Intervention Teachers' Perspective about Services in the Mecca Region of the Kingdom of Saudi Arabia.” 2017. Web. 23 Oct 2020.

Vancouver:

Alzahrani S. Investigation of Early Intervention Teachers' Perspective about Services in the Mecca Region of the Kingdom of Saudi Arabia. [Internet] [Doctoral dissertation]. University of New Orleans; 2017. [cited 2020 Oct 23]. Available from: https://scholarworks.uno.edu/td/2291.

Council of Science Editors:

Alzahrani S. Investigation of Early Intervention Teachers' Perspective about Services in the Mecca Region of the Kingdom of Saudi Arabia. [Doctoral Dissertation]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2291

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