Teachers' Perceptions of Instructional Practices for Yup'ik Students with Special Education Needs: A Case Study

Autor/in	Jacobson, Elisabeth
Titel	Teachers' Perceptions of Instructional Practices for Yup'ik Students with Special Education Needs: A Case Study
Quelle	(2017), (116 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-1605-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Educational Practices; Eskimo Aleut Languages; Special Education; Case Studies; Special Needs Students; Alaska Natives; Achievement Gap; Qualitative Research; Secondary School Teachers; Junior High School Students; Experienced Teachers; Cultural Differences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Bildungspraxis; Special needs education; Sonderpädagogik; Sonderschulwesen; Case study; Fallstudie; Case Study; Sonderpädagogischer Förderbedarf; Inuit; Qualitative Forschung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Kultureller Unterschied
Abstract	As classrooms across America become more increasingly diverse, culturally and linguistically and students with special needs, the achievement gap remains evident. One population that remains behind their Caucasian peers is that of Alaska Natives. While many instructional practices have been identified for addressing the gap for many populations, there is limited research on what is effective for Alaska Natives. The problem is that Yup'ik Alaska Natives, who are among the most identified subgroup CLD population in special education, demonstrate achievement gaps and it remains unknown as to which instructional practices are most effective in this population of students. The purpose of the qualitative case study was to explore what instructional practices are effective for Yup'ik SEN students, as perceived by experienced secondary teachers of junior high and high school Yup'ik students with SEN. The data collection for this qualitative case study included observations and interviews of each participant. Participants included nine junior high and high school teachers who have at least two years of experience teaching Yup'ik students with special education needs. Results were twofold: challenges and instructional practices used by experienced teachers. Challenges included cultural differences (such as limited student experiences and the Yup'ik language) and the language abilities of Yup'ik students with special education needs. Experienced teachers used the following instructional practices: professional development, social emotional practices, lesson preparation, building background, strategies for improving thinking, interaction, review and assessment, and meaningful activities. Recommendations for practice included incorporating the students' native language into the classroom. Recommendations for future research include conducting similar research across all Alaska Native tribes to determine if the results are generalizable. [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