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

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dc.contributor.advisor V. W. DeLuca, Committee Member en_US
dc.contributor.advisor E. J. Sabornie, Committee Member en_US
dc.contributor.advisor R. E. Peterson, Committee Co-Chair en_US
dc.contributor.advisor W. J. Haynie III, Committee Co-Chair en_US
dc.contributor.author Ernst, Jeremy Vaughn en_US
dc.date.accessioned 2010-04-02T18:29:02Z
dc.date.available 2010-04-02T18:29:02Z
dc.date.issued 2006-08-28 en_US
dc.identifier.other etd-05192006-174206 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/3324
dc.description.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. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject VoCATS en_US
dc.subject learning disabilities en_US
dc.subject effective instruction en_US
dc.subject career and technical education en_US
dc.subject specific learning disabilities en_US
dc.subject technology education en_US
dc.title Effective Instructional Element Utilization in North Carolina Technology Education Programs for Students with Specific Learning Disabilities en_US
dc.degree.name EdD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Math, Science and Technology Education en_US


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