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You searched for +publisher:"University of New Orleans" +contributor:("Dr. Kenneth Farizo"). Showing records 1 – 2 of 2 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 April 26, 2019. 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. 26 Apr 2019.

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 2019 Apr 26]. 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. Theriot, Alyson A. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.

Degree: PhD, Curriculum and Instruction, 2018, University of New Orleans

It has been common for elementary teachers to read aloud to their students; however, it has not been so common in the middle school. The purpose of this phenomenological case study was to examine how middle school teachers and their students describe the use of read-alouds, including the teachers’ reasons for conducting read-alouds and the students’ descriptions of their experiences with them. Individual interviews and observations were conducted with two teachers and six students to gain the essence of their experiences with read-alouds. Results from this study indicated that what students gained from read-alouds matched the reasons their teachers utilized them. The students described their experiences as enjoyable, helpful to independent reading, motivating, engaging, and a learning opportunity which were all reasons their teachers stated for reading aloud. Findings in this study also indicated the fidelity with which read-alouds were implemented by teachers was impacted by district mandates and the pressure of preparing students for state tests. Results indicated students prospered both cognitively and affectively from listening to teachers read aloud. This study can be used to inform middle school teachers and administrators of the value of using read-alouds. Keywords: Read-Alouds, Middle School Teachers, Middle School Students, Middle School Reading Advisors/Committee Members: Dr. Patricia Austin, Dr. Paul Bole, Dr. Kenneth Farizo.

Subjects/Keywords: Read-alouds; Middle School Teachers; Middle School Students; Middle School Reading; Language and Literacy Education

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

APA (6th Edition):

Theriot, A. A. (2018). A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2498

Chicago Manual of Style (16th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed April 26, 2019. https://scholarworks.uno.edu/td/2498.

MLA Handbook (7th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Web. 26 Apr 2019.

Vancouver:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 Apr 26]. Available from: https://scholarworks.uno.edu/td/2498.

Council of Science Editors:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2498

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