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ERIC Number: ED557120
Record Type: Non-Journal
Publication Date: 2014
Pages: 106
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3212-9320-3
Special Education Teachers' Knowledge and Use of Brain-Based Teaching, Common Core State Standards, Formative Feedback Practices and Instructional Efficacy for the Diverse Learning Needs of Students in High and Low Proficiency Groups
Walker-Thompson, Malasia
ProQuest LLC, Ed.D. Dissertation, Dowling College
This study examined special education teachers' knowledge and use of: brain-based teaching strategies, Common Core State Standards, formative feedback, and instructional efficacy for diverse students. The study identified the differences amongst special education teachers' responses on the dimensions of brain-based teaching strategies, Common Core State Standards, formative feedback, and instructional efficacy. Furthermore, the study examined the teachers' responses to determine if there was a relationship between the students' 2012 proficiency scores received from New York State Department of Education on their ELA and/or Math state exams based on the influence of the above mentioned dimensions. The results of this study revealed four major findings: the overall knowledge of brain-based teaching strategies by special education teachers; the lack of preparation that special education teachers received on the implementation of the Common Core State Standards; the degree that formative feedback strategies are effectively used in the classroom; and the positive effect instructional efficacy had on the special education classroom. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York