http://hdl.handle.net/10057/15 http://soar.wichita.edu:8080/dspace/retrieve/39 http://hdl.handle.net/10057/15 Search the Channel s http://soar.wichita.edu:8080/dspace/simple-search http://hdl.handle.net/10057/2296 title: Teacher attitudes toward implementation of a comprehensive school reform model in two urban middle schools: communication disconnect authors: Burkhalter, Kim; Campbell, J.K.; Diepenbrock, Bob; Marx, Gina; Alagic, Mara; Elliot, Craig <br>abstract: In an effort to significantly improve student achievement and meet the mandates of No Child Left Behind, more public schools are turning toward externally developed comprehensive school reform (CSR) providers. CSR models provide a top-down direction for designing and supporting the process of school reform; tangible and accessible support for school change presumably steeped in research and literally packaged and delivered to the school site. Recognizing the difficulty of successful implementation and scale-up, this qualitative study offers a framework for assessing initial implementation of externally provided CSR models. Drawing on the existing literature regarding CSR implementation and scale-up, the field study team developed a framework that includes qualitative assessment of teacher attitudes toward program implementation from a variety of perspectives. This study provides an indicator of teacher attitudes during initial implementation and a related literature review to help guide a school district's formative assessment of implementation of a specific CSR model in two urban middle schools. This paper is focused on only one aspect of the findings: communication disconnect among relevant stakeholders <br>description: Paper presented to the 5th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, May 1, 2009. <br> Thu, 30 Apr 2009 22:58:59 GMT http://hdl.handle.net/10057/2073 title: A case study of co-teaching between a regular education teacher and a special education teacher in an elementary school authors: Mickelson, Kathryn A. <br>abstract: Teacher isolation continues to be a product of a strong school culture belief system that creates a professional challenge for educators attempting inclusive educational practices, particularly co-teaching partnerships between special education teachers and regular education teachers (Friend & Cook, 2004.) This case study specifically looked to understand how school culture influences co teaching collaboration efforts between a special education teacher and an elementary education teacher (Schein, 2004) where inclusive practices are implemented that have a positive impact on student learning for all students, especially students with disabilities. The study illustrates that it is possible to eliminate a traditional two track educational system between regular education and special education and to create an integrated culture where the two became fused as one. This elementary school was assigned a principal who believed a supportive school culture was best for students, teachers, and support staff and took this opportunity to create a more inclusive and collaborative environment. With the emphasis on inclusion, the principal fostered staff buy-in and established ownership with the staff by helping them focus on how to provide differentiated instruction to all students in regular education classes, including students with disabilities (Zigmond, 2001). In this collaborative school environment, a co-teaching partnership between a special education teacher and a 5th grade elementary teacher is considered to be a successful partnership. Having two highly qualified teachers willing to change how they teach in order to provide differentiated instruction and interventions helps meet the individual needs of the diverse student population in this 5th grade regular education classroom. <br>description: Wichita State University, College of Education, Dept. of Education <br> Fri, 28 Nov 2008 22:58:59 GMT http://hdl.handle.net/10057/2073 title: A case study of co-teaching between a regular education teacher and a special education teacher in an elementary school authors: Mickelson, Kathryn A. <br>abstract: Teacher isolation continues to be a product of a strong school culture belief system that creates a professional challenge for educators attempting inclusive educational practices, particularly co-teaching partnerships between special education teachers and regular education teachers (Friend & Cook, 2004.) This case study specifically looked to understand how school culture influences co teaching collaboration efforts between a special education teacher and an elementary education teacher (Schein, 2004) where inclusive practices are implemented that have a positive impact on student learning for all students, especially students with disabilities. The study illustrates that it is possible to eliminate a traditional two track educational system between regular education and special education and to create an integrated culture where the two became fused as one. This elementary school was assigned a principal who believed a supportive school culture was best for students, teachers, and support staff and took this opportunity to create a more inclusive and collaborative environment. With the emphasis on inclusion, the principal fostered staff buy-in and established ownership with the staff by helping them focus on how to provide differentiated instruction to all students in regular education classes, including students with disabilities (Zigmond, 2001). In this collaborative school environment, a co-teaching partnership between a special education teacher and a 5th grade elementary teacher is considered to be a successful partnership. Having two highly qualified teachers willing to change how they teach in order to provide differentiated instruction and interventions helps meet the individual needs of the diverse student population in this 5th grade regular education classroom. <br>description: Wichita State University, College of Education, Dept. of Education <br> Fri, 28 Nov 2008 22:58:59 GMT http://hdl.handle.net/10057/2060 title: Are communicative and grammatical skills more effectively acquired in a traditional or differentiated beginning level foreign language classroom? authors: Ulrich, Vendla Jean <br>abstract: Research suggests much controversy exists in design and methodology of foreign language instruction. The purpose of this study was to understand if beginning level foreign language students acquire the language better with traditional methods of language instruction or with differentiated methods of language instruction. The study analyzed grammatical and communicative aspects in two classrooms of ten individuals using both teaching strategies. Subjects comprised various educational backgrounds, professions, gender, and race. Classes completed pre- and posttests, student learning surveys, and the instructor completed a professional journal. Findings confirmed both classrooms were successful in grammatical aspects of the language, but the differentiated classroom was more successful in communicative aspects of the language. <br>description: Thesis [M.Ed.] - Wichita State University, College of Liberal Arts and Science, Dept. of Curriculum and Instruction <br> Mon, 28 Apr 2008 22:58:59 GMT