Reading Achievement of Ninth Grade Students with Disabilities : Highly Qualified Teacher Status, Teacher Demographics, Student Demographics and the Reading Achievement of Students with Disabilities

A. Helene Robinson

ISBN 10: 3639173430 / ISBN 13: 9783639173437

Published by VDM Verlag Dr. Müller, 2009

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - Because of the diversity that exists in preparing students with disabilities to meet adequate yearly progress as defined by NCLB, more research is needed to determine how to best educate students with disabilities. Is the definition of a highly qualified teacher (provided by the NCLB Act) really what determines teacher effectiveness as it relates to teaching reading to students with disabilities Do other factors of teacher demographics and/or student demographics correlate to increased reading achievement of high school students with disabilities Is there a correlation between the number of students with disabilities assigned per teacher and their reading achievement What factors are associated with a high self-efficacy in teaching reading to 9th grade students with disabilities This study can be used to guide universities in the program development of their Exceptional Student Education teacher education programs as well as provide information to states, districts, and administrators on factors that significantly relate to reading achievement of students with disabilities.

Seller Inventory # 9783639173437

Bibliographic Details

• Title: Reading Achievement of Ninth Grade Students with Disabilities : Highly Qualified Teacher Status, Teacher Demographics, Student Demographics and the Reading Achievement of Students with Disabilities
• Publisher: VDM Verlag Dr. Müller
• Publication Date: 2009
• Language: English
• ISBN 10: 3639173430
• ISBN 13: 9783639173437
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 22W x 15H x 0.4D centimeters 22 centimeters width by 15 centimeters height by 0.4 centimeters depth
• Weight: 136 grams

About this title

Synopsis

Because of the diversity that exists in preparing students with disabilities to meet adequate yearly progress as defined by NCLB, more research is needed to determine how to best educate students with disabilities. Is the definition of a highly qualified teacher (provided by the NCLB Act) really what determines teacher effectiveness as it relates to teaching reading to students with disabilities? Do other factors of teacher demographics and/or student demographics correlate to increased reading achievement of high school students with disabilities? Is there a correlation between the number of students with disabilities assigned per teacher and their reading achievement? What factors are associated with a high self-efficacy in teaching reading to 9th grade students with disabilities? This study can be used to guide universities in the program development of their Exceptional Student Education teacher education programs as well as provide information to states, districts, and administrators on factors that significantly relate to reading achievement of students with disabilities.

About the Author

A. Helene Robinson, Ed.D., Ed.S., M.S.: Studied Educational Leadership in Teaching and Learning at Liberty University, Early Childhood Special Education and English for Speakers of Other Languages at University of Miami, and Emotional Handicaps at Nova Southeastern University. Assistant Professor at Southeastern University in Lakeland, FL.