東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Special education teachers' percepti...

Nelson, Joyce Digby.

Linked to FindBook

Google Book

Amazon

博客來

Special education teachers' perceptions of occupational therapy and the effect it has on their instructional methodology in Chicago public elementary schools (Illinois).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Special education teachers' perceptions of occupational therapy and the effect it has on their instructional methodology in Chicago public elementary schools (Illinois)./
Author:	Nelson, Joyce Digby.
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4364.
Contained By:	Dissertation Abstracts International64-12A.
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3118083

Special education teachers' perceptions of occupational therapy and the effect it has on their instructional methodology in Chicago public elementary schools (Illinois).
Nelson, Joyce Digby.

Special education teachers' perceptions of occupational therapy and the effect it has on their instructional methodology in Chicago public elementary schools (Illinois). - 135 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4364.

Thesis (Ed.D.)--Loyola University of Chicago, 2004.

The primary objective of this study was to investigate the following research question: Can special education teachers' understanding of the utilization of occupational therapy be enhanced through in-service training? Specifically, can in-service training lead to changes in special education teachers' instructional methodology as it relates to the goals of occupational therapy? A comprehensive review of the literature focused this study on ascertaining the level of understanding that special education teachers currently have of occupational therapy in the Chicago Public Schools system. In an effort to better understand teachers' perceptions of occupational therapy services in Chicago Public Schools information was gathered four ways. First, a pen and paper survey of the teachers' basic knowledge of occupational therapy was used; second, a pre and post tests designed to evaluate specific occupational therapy knowledge domains before and after in-service training; third, an implementation log to track interaction with students receiving occupational therapy services and teacher intervention; and fourth, a focus group interview was conducted to provide feedback of participants' overall experience in the study. According to the results, this researcher was successful in the following areas: describing special education teachers' current state of mind in regards to occupational therapy in the public school setting; describing the need for more knowledge in the area of occupational therapy services; and describing that the intervention of in-service training was effective per the results of the pre and post tests and the implementation log which indicated changes in instructional methodology. There is statistical data that supports the researchers alternative hypotheses.Subjects--Topical Terms:

516171
Education, Elementary.

Special education teachers' perceptions of occupational therapy and the effect it has on their instructional methodology in Chicago public elementary schools (Illinois).
LDR:02770nmm 2200277 4500 001 1863910
005 20041216104728.5
008 130614s2004 eng d
035 $a (UnM)AAI3118083
035 $a AAI3118083
040 $a UnM $c UnM
100 1 $a Nelson, Joyce Digby. $3 1951421
245 1 0 $a Special education teachers' perceptions of occupational therapy and the effect it has on their instructional methodology in Chicago public elementary schools (Illinois).
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4364.
500 $a Director: Barney Berlin.
502 $a Thesis (Ed.D.)--Loyola University of Chicago, 2004.
520 $a The primary objective of this study was to investigate the following research question: Can special education teachers' understanding of the utilization of occupational therapy be enhanced through in-service training? Specifically, can in-service training lead to changes in special education teachers' instructional methodology as it relates to the goals of occupational therapy? A comprehensive review of the literature focused this study on ascertaining the level of understanding that special education teachers currently have of occupational therapy in the Chicago Public Schools system. In an effort to better understand teachers' perceptions of occupational therapy services in Chicago Public Schools information was gathered four ways. First, a pen and paper survey of the teachers' basic knowledge of occupational therapy was used; second, a pre and post tests designed to evaluate specific occupational therapy knowledge domains before and after in-service training; third, an implementation log to track interaction with students receiving occupational therapy services and teacher intervention; and fourth, a focus group interview was conducted to provide feedback of participants' overall experience in the study. According to the results, this researcher was successful in the following areas: describing special education teachers' current state of mind in regards to occupational therapy in the public school setting; describing the need for more knowledge in the area of occupational therapy services; and describing that the intervention of in-service training was effective per the results of the pre and post tests and the implementation log which indicated changes in instructional methodology. There is statistical data that supports the researchers alternative hypotheses.
590 $a School code: 0112.
650 4 $a Education, Elementary. $3 516171
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Rehabilitation and Therapy. $3 1017926
690 $a 0524
690 $a 0350
690 $a 0382
710 2 0 $a Loyola University of Chicago. $3 1249345
773 0 $t Dissertation Abstracts International $g 64-12A.
790 1 0 $a Berlin, Barney, $e advisor
790 $a 0112
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3118083