1,596 research outputs found

    Undergraduate Catalog of Studies, 2023-2024

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    UMSL Bulletin 2023-2024

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    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    UMSL Bulletin 2022-2023

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    The 2022-2023 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1087/thumbnail.jp

    Understanding The Lived Experiences of Elementary Teachers Who Teach Students With Dyslexia How to Read: A Transcendental Phenomenology

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    This transcendental phenomenology sought to understand the lived experiences of elementary teachers who teach students with dyslexia how to read. The central question guiding this study was: “What are the lived experiences of elementary teachers who teach students with dyslexia how to read?” Three sub-questions looked more deeply into the phenomenon. The first sub-question asked: “What internal influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” The second sub-question asked: “What external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Finally, the third sub-question asked: “How do internal and external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Bandura’s social cognitive theory (SCT) guided this study, as its model of triadic reciprocal causation provided a framework for understanding the internal and external influences that shaped elementary teachers’ experiences when teaching reading to students with dyslexia. A total of 14 teachers were purposefully selected either from public and private elementary teacher Facebook groups across the United States or snowball sampling. Participants were K-4 classroom teachers, special education teachers, and reading specialists. Data were collected from individual interviews, document analysis, and participant journaling. Moustakas’ (1994) data analysis procedures were used to reveal the essence of participants’ lived experiences of the phenomenon. Thus, the science of reading, barriers to teaching students with dyslexia, and the pandemic and dyslexia strongly shaped elementary teachers’ instruction when teaching students with dyslexia how to read

    2023-2024 Catalog

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    The 2023-2024 Governors State University Undergraduate and Graduate Catalog is a comprehensive listing of current information regarding:Degree RequirementsCourse OfferingsUndergraduate and Graduate Rules and Regulation

    Undergraduate Catalog of Studies, 2022-2023

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    Thematic Working Group 3 - Inclusion of Excluded Populations : Access and Learning Optimization via IT in the Post-Pandemic Era

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    Thematic Working Group (TWG) 3’s theme is “Inclusion of excluded populations: access and learning optimization via IT in the post-pandemic era”. A focal concern is established by the presence of the first word – ‘inclusion’ – and how this relates to ‘excluded populations’. Much of the research in this field has focused on inclusion for individuals; however, the evidence shows that educational exclusion has multiple dimensions (Passey, 2014). To accommodate this within the current focus, therefore, identifying key dimensions of ‘excluded populations’ will be a key concern of this document. ‘Access’ will be considered beyond physical technology access, involving aspects of accessibility, agency and empowerment. These aspects relate to a definition of access that concerns the needs for individuals to develop and have digital capabilities and abilities to select applications appropriate to purpose, as discussed, for example, by Helsper (2021) and Passey et al. (2018). Taking this wider concern for access, ‘learning optimization’ will be explored as a term that highlights the need to focus on technological access and provision enabling successful outcomes. Given the fact that the intention of the work of TWG3 is to explore findings in the ‘post-pandemic’ context, communication technologies as well as just information technology, ‘IT’, are clearly important and need to be considered. Additionally, exclusion factors to be addressed need to be clearly identified so that inclusion can be accommodated and ensured in the context of specific excluded populations. However, inclusion should not be implemented as an imposition in the context of digital technologies, as some populations do not wish to use digital technologies (Wetmore, 2007), and in this respect the issue of the need to acknowledge diversity is important

    Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward

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    Teachers’ Experiences with Providing Multi-Tiered Student Support for Students With Borderline Intellectual Functioning: A Qualitative Case Study

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    The purpose of this qualitative case study is to understand the obstacles that rural public school teachers encounter while delivering Multi-Tiered Student Support interventions for students with borderline intellectual functioning. The central question guiding this study was: What are the experiences of rural South Carolina public school teachers tasked with providing Tier III interventions for students with borderline intellectual functioning? The theory guiding this study was Bandera’s self-efficacy theory in that teachers are more effective when they are confident in their ability to use appropriate strategies and materials. The setting for the qualitative study was in a small rural district within Central, South Carolina and included 12 teachers. The data collected included questionnaires, interviews, and focus groups and was analyzed by identifying keywords, phrases, specific obstacles, as well as themes that emerged from each set of data

    University of Windsor Graduate Calendar 2023 Winter

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    https://scholar.uwindsor.ca/universitywindsorgraduatecalendars/1026/thumbnail.jp
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