Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment

Autor/in	Hawley, Katherine Louise
Titel	Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment
Quelle	(2013), (174 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of South Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-8987-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Special Education; Special Education Teachers; Alternative Assessment; Mental Retardation; Disabilities; Cognitive Ability; Interviews; Individualized Education Programs; Journal Writing; Student Needs; Academic Achievement; Daily Living Skills; Curriculum Development; Academic Standards; Teacher Expectations of Students; Educational Objectives; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Geistige Behinderung; Handicap; Behinderung; Denkfähigkeit; Interviewing; Interviewtechnik; Individualized education program; Individualisierendes Lernen; Zeitschriftenaufsatz; Schulleistung; Alltagsfertigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	This study examined special education teachers' perspectives of the instructional impact of the Florida Alternate Assessment (FAA) for students with significant cognitive disabilities. Through purposeful sampling, six special education teachers who serve students with significant cognitive disabilities and had experience administering the FAA were identified. Interviews posed questions about how they used the FAA to impact their instructional decision-making, how the FAA has influenced how the development of Individualized Education Program (IEP) goals, and how the FAA impacted how they defined access to the general education curriculum. The interviews, along with IEP artifacts, and a research journal formed the research design. Results revealed 8 major themes and 18 sub-themes. Teachers reported that the FAA ignores the complex needs of their students, and highlighted the curricular tensions between academics and life skills. A third of the teachers indicated they have created and adopted curriculum to mirror the FAA, and five out of the six teachers integrated more daily assessments similar to the FAA. In addition, the study revealed varied results for utilizing FAA results on IEP development and writing goals. Finally, teachers had varied beliefs on the value of curriculum content standards called access points for students with significant cognitive disabilities. Most of the teachers stated that higher standards lead to higher expectations. The results also revealed teachers' perspectives of the instructional impact of the FAA were influenced by their teaching context: center setting versus general education setting. Implications for future research and practice are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01