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How Do We Teach? How Will We Teach?: Assessing Teachers' Perspectives of Traditional and Potentially Emerging Instructional Practices for Students Who Are Learning Disabled.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Larkin, Martha J. Ellis, Edwin S. |
| Copyright Year | 1995 |
| Abstract | A series of studies is in progress to investigate special educators' perspectives of practices in the education of students with learning disabilities. This paper reports on the first phase which focused on construction and distribution of a survey instrument ("Selecting Specific Practices") and analyzing the results. Four dimensions of practicing teachers' and university professors' perspectives were explored: Teacher-Now, Teacher-Future, School-Now, and School-Future. The sample for the local survey consisted of 42 graduate students with previous school teaching experience; the sample for the national survey consisted of 67 randomly-selected educators who were members of a national professional organization that focuses on education of persons with learning disabilities. The instrument consisted of 26 scenarios regarding instruction of students with learning disabilities, service delivery, and definitions. Analysis of the survey results revealed that teachers viewed both themselves and their schools as currently reflecting more traditional practices. In the future, they would like to be more like the emerging practices, with instruction being more contextualized and holistic. "Winning" practices included teacher-centered classes, contextualized/holistic instruction, classifying to secure help, and providing help before classifying; "losers" included child-centered instruction, emphasizing isolated skills, diagnostic/remediation model, inclusion, and using learning disabilities as a basis for explaining problems. These findings support the literature in that teachers may have different perspectives of instructional practices concerning learning disabled students. The findings of patterns of practices in Phase 1 will comprise the practices selected for further examination in Phase 2 of the study. Nine data analysis figures are included. (NAV) Teachers' Perspectives 1 "HOW DO WE TEACH? HOW WILL WE TEACH?: ASSESSING TEACHERS' PERSPECTIVES OF TRADITIONAL AND POTENTIALLY EMERGING INSTRUCTIONAL PRACTICES FOR STUDENTS WHO ARE LEARNING DISABLED" co cn rn cn Martha J. Larkin Research conducted with Edwin S. Ellis The University of Alabama P. O. Box 870231 Tuscaloosa, AL 35487-0231 (205) 348-7340 Fax (205) 348-9849 e-mail mlarkin@bamaed.ua.edu U.S. DEPARTMENT OF EDUCATION Office of Educe lanai Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CI Tens document has been reproduced as received from the person or organizatoon onalnating 0 Minor changes have been Ina C lo Improve reproduction quality Points° 'view°, opinions Staled inlhiSdce:u. ment do not necessarily represent 0(1,011 OEFII posttton or pokey PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED393852.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
