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    SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION

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    James_ku_0099D_11666_DATA_1.pdf (586.8Kb)
    Issue Date
    2011-07-21
    Author
    James, Susanne Marie
    Publisher
    University of Kansas
    Format
    113 pages
    Type
    Dissertation
    Degree Level
    Ed.D.
    Discipline
    Special Education
    Rights
    This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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    Abstract
    Special educators' knowledge of reading concepts are not only influenced by their understanding of the subject matter, but also by an amalgam of content and pedagogy that enables teachers to integrate this information to meet the diverse needs of students with disabilities. This study documented the conceptual knowledge that special education teacher candidates acquired during the certification process in special education across two preparation programs. The study used concept maps to determine how teacher candidates teachers enrolled in these programs visually represented their conceptual knowledge of reading comprehension. Further analysis supported how teachers enact this knowledge into reading comprehension scenarios in their classrooms.
    URI
    http://hdl.handle.net/1808/8024
    Collections
    • Dissertations [4475]
    • Education Dissertations and Theses [1065]

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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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