Effective Instructional Element Utilization in North Carolina Technology Education Programs for Students with Specific Learning Disabilities

Show full item record

Title: Effective Instructional Element Utilization in North Carolina Technology Education Programs for Students with Specific Learning Disabilities
Author: Ernst, Jeremy Vaughn
Advisors: V. W. DeLuca, Committee Member
E. J. Sabornie, Committee Member
R. E. Peterson, Committee Co-Chair
W. J. Haynie III, Committee Co-Chair
Abstract: This study was designed to identify elements of instruction in North Carolina technology education programs that support the academic achievement of students with specific learning disabilities. The primary objective of this study was to assess the degree of instructor utilization of effective instructional elements in a classroom environment for individuals with specific learning disabilities enrolled in high and low achieving North Carolina technology education programs. The principal survey instrument used in this study was developed by the researcher based on the ten Effective Teaching Principles researched and proposed by Edwin S. Ellis and Lou Anne Worthington (1994). A factor analysis was conducted based on a preliminary study composed of 45 in-service special education teachers. The purpose of this procedure was to find the most concise list of effective elements of instruction representative of the data collected. The methodology employed a Likert Scale survey questionnaire mailed in 2006 to technology education teachers in North Carolina classified as high achieving and low achieving for students with specific learning disabilities. Demographic data were obtained via an additional demographic information survey. The majority of low and high achieving program respondents indicated utilization of the identified effective instructional elements. There were four effective instructional elements of the 38 that significantly differed between low achieving program respondents and high achieving program respondents: demonstrating the completion of tasks, sequencing of tasks, high interest material within content areas, and the integration of content areas. Analyses of demographic variables for low achieving programs and high achieving program respondents uncover gender, years as a technology educator, and years as a high school technology educator as significant differences between groups.
Date: 2006-08-28
Degree: EdD
Discipline: Math, Science and Technology Education
URI: http://www.lib.ncsu.edu/resolver/1840.16/3324


Files in this item

Files Size Format View
etd.pdf 3.196Mb PDF View/Open

This item appears in the following Collection(s)

Show full item record