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Stairs-Davenport, Andrea – Education Inquiry, 2023
The purpose of this paper is to report themes identified in questions K-12 mainstream teachers in one U.S. school district posed about differentiating instruction for English language learners (ELLs) in order to hear directly from teachers about topics they would like to learn more about. Teachers in the district completed a selected-response and…
Descriptors: Language Teachers, Knowledge Base for Teaching, Elementary School Teachers, Secondary School Teachers
Firat, Tahsin; Koçak, Duygu – Journal of Theoretical Educational Science, 2020
The aim of this study is to examine the opinions of primary school teachers about what they pay attention to in determining students with learning disabilities and the ways they follow when they encounter with the students who are thought to be learning disabilities. Participants were 23 female and 26 male primary school teachers. Data were…
Descriptors: Learning Disabilities, Content Analysis, Elementary School Teachers, Teacher Student Relationship
Amber E. Benedict; Mary T. Brownell; Hyojong Sohn; Jessica Williams; Ben Kelcey; Germaine Kosiarski – Teacher Education and Special Education, 2025
General and special educators often do not have the needed knowledge and skills or collaborative opportunities to implement coordinated, evidence-based instruction within a multi-tiered systems of support (MTSS) framework. As such, the authors used a randomized control design to examine the impact of Project Coordinate (PC), a professional…
Descriptors: Multi Tiered Systems of Support, Evidence Based Practice, Knowledge Base for Teaching, Pedagogical Content Knowledge
Orosco, Michael J.; Abdulrahim, Naheed A. – Insights into Learning Disabilities, 2017
This study describes the word-problem solving instruction of one elementary special education teacher of Latino English Language Learners (Latino ELLs) with mathematics learning disabilities (MLD) in an urban school setting. This study was situated in a culturally responsive teaching framework. In investigating this instruction with Latino ELLs…
Descriptors: English Language Learners, Mathematics Instruction, Learning Disabilities, Hispanic American Students
Pape, Stephen J.; Prosser, Sherri K.; Griffin, Cynthia C.; Dana, Nancy Fichtman; Algina, James; Bae, Jungah – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2015
This study sought to identify components of an asynchronous online teacher professional development program, "Prime Online," that potentially affected participants' mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade general education and special education teachers completed a yearlong online teacher…
Descriptors: Pedagogical Content Knowledge, Elementary School Teachers, Grade 3, Grade 4
Washburn, Erin K.; Joshi, R. Malatesha; Binks-Cantrell, Emily S. – Dyslexia, 2011
Roughly one-fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing…
Descriptors: Teacher Characteristics, Written Language, Learning Disabilities, Dyslexia
Shevlin, Michael; Winter, Eileen; Flynn, Paula – International Journal of Inclusive Education, 2013
There has been a significant policy shift from parallel systems of special and mainstream education in the Republic of Ireland towards provision underpinned by enabling legislation with a presumption for inclusion. The role of teachers in establishing inclusive learning environments is critical and it is generally accepted that inclusive practice…
Descriptors: Inclusion, Educational Practices, Teacher Attitudes, Foreign Countries
Benjamin, Elissa M. – ProQuest LLC, 2011
The new IDEIA (2004) mandates regarding the implementation of Response-to-Intervention (RtI) present challenges for general education teachers. The law dictates the implementation of Response-to-Intervention, which requires the application of a pyramid of interventions for students failing to make adequate yearly progress in response to general…
Descriptors: Teacher Responsibility, General Education, Learning Disabilities, Educational Improvement

McCutchen, Deborah; Abbott, Robert D.; Green, Laura B.; Beretvas, S. Natasha; Cox, Susanne; Potter, Nina S.; Quiroga, Teresa; Gray, Audra L. – Journal of Learning Disabilities, 2002
A study investigated the effects of a 2-week summer institute that taught kindergarten and first-grade teachers (n=44) about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. First-graders taught by trained teachers outperformed controls on phonological…
Descriptors: Beginning Reading, Elementary School Teachers, Inservice Teacher Education, Kindergarten