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首页> 外文学位 >A mixed-methods design study describing the variable impacts of teacher training on teachers' ability to provide for the cognitive development learning needs of medically fragile elementary school -aged students.
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A mixed-methods design study describing the variable impacts of teacher training on teachers' ability to provide for the cognitive development learning needs of medically fragile elementary school -aged students.

机译：一项混合方法设计研究，描述了教师培训对教师能力的可变影响，这些能力满足了医学上脆弱的小学生的认知发展学习需求。

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摘要

Purpose. The purpose of the study was to describe through the Revised Bloom's Cognitive Taxonomy the impact of teacher training on the teachers' ability to provide for the needs of medically fragile students in grades kindergarten through sixth in the area of cognitive developmental learning.;Findings. The findings revealed consistencies, patterns, and themes related to identifying and describing how teacher training prepared educators to understand how illness can affect a student's cognitive learning using the Revised Bloom's Cognitive Taxonomy as a guide. The findings revealed that there was a high level of frequency and consistencies regarding the lack of teacher preparation and training in instructing medically fragile students. The findings also showed that there were a very low percentage of respondents who received proficient or advanced training in regard to understanding how to instruct the cognitive development of medically fragile students in the classroom.;Conclusions. The study data support the conclusion that teacher training and preparation do not effectively prepare teachers to address the cognitive developmental needs of medically fragile students. Teacher preparation is lacking in classroom training, experience, or curriculum, which addresses the specific needs of this student population.;Recommendations. Teacher education preparation at universities must address the ever-growing reintegration of medically fragile students into the classroom and the need for teachers to be prepared to address the cognitive requirements of this population of students. Additional classroom training, hands-on experience and in-service training at the school or district level is needed in order to accommodate these students and to assist teachers in knowing that they are prepared as educators.;Methodology. The subjects in the present study were 48 credentialed teachers and academic members of the Association of Education for Children with Medical Needs (AECMN) who have been educators for medically fragile students. Subjects responded to two research instruments: (a) a 17-item survey assessing teacher training, medically fragile school-age students and their cognitive development, and (b) 12 individual semistructured phone interviews assessing teacher training preparation in working with medically fragile students and cognitive development.
机译：目的。该研究的目的是通过修订的Bloom认知分类法来描述教师培训对教师提供能力的影响，该能力满足了认知发展学习领域中幼儿园至六年级的医学脆弱学生的需求。调查结果揭示了与识别和描述教师培训如何使教育者了解疾病如何以修订布鲁姆认知分类法为指导来理解疾病如何影响学生的认知学习有关的一致性，模式和主题。调查结果表明，缺乏足够的频率和一致性来指导缺乏医学上脆弱的学生的教师准备和培训。研究结果还表明，接受过熟练或高级培训的被访者中，在理解如何指导课堂上医学上脆弱的学生的认知发展方面的比例非常低。研究数据支持这样的结论：教师的培训和准备不能有效地帮助教师解决医学上脆弱的学生的认知发展需求。课堂培训，经验或课程缺乏老师的准备，无法满足该学生群体的特定需求。大学的教师教育准备工作必须解决医疗脆弱的学生日益融入课堂的问题，并需要准备好教师来满足这一群体学生的认知要求。需要额外的课堂培训，动手经验和在学校或地区级别的在职培训，以容纳这些学生并帮助老师知道他们已准备好接受教育。本研究的对象是48位具有证书的教师和医疗需要儿童教育协会（AECMN）的学术成员，他们是医疗脆弱学生的教育者。受试者对两种研究工具做出了回应：（a）一项针对教师培训，医学上脆弱的学龄期学生及其认知发展的17项问卷调查，以及（b）评估与医学上脆弱的学生一起工作的教师培训准备情况的12个半结构化电话访谈。认知发展。

著录项

  • 作者

    Young, Leslie Anne.;

  • 作者单位

    University of La Verne.;

  • 授予单位 University of La Verne.;
  • 学科 Teacher education.;Elementary education.;Special education.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 286 p.
  • 总页数 286
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 动物医学（兽医学）;
  • 关键词

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