| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000436792 |
| 005 | | 20200228153039 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085589628 |
| 035 | |
▼a (MiAaPQ)AAI13807734 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 362 |
| 100 | 1 |
▼a Garris, Gregory Stephen. |
| 245 | 10 |
▼a Elementary and Special Education Pre-Service Teachers' Self- Efficacy Beliefs About Teaching Mathematics and Science to Students with Autism: A Preliminary Study. |
| 260 | |
▼a [S.l.]:
▼b The Florida State University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 212 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-02, Section: B. |
| 500 | |
▼a Advisor: Hanline, Mary Frances. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The Florida State University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a The prevalence rate of autism spectrum disorder (ASD) among school aged children in the US has increased exponentially, compared to estimates from the year 2000. Increased numbers of elementary students with ASD are spending 80% or more of the school day in general education settings, which may pose challenges for both veteran and beginning elementary teachers. Furthermore, there are more rigorous mathematics and science standards that beginning teachers will be responsible for providing instruction to all students, including those with ASD. The transition of mathematics and science standards impacts both elementary teachers and special education teachers because many professional teaching organizations feel both types of instructors should have the proper knowledge in these subject areas for effective instruction. However, there is evidence that both special education and elementary education teachers may not feel efficacious to teach this content. Established and novel survey instruments were administered to a sample of 39 senior pre-service teachers majoring in special education and elementary education, to obtain data related to their field teaching experiences, personal experience interacting with individuals with ASD, and their reported undergraduate coursework. This study was designed to investigate and compare the self-efficacy beliefs of pre-service teachers majoring in special education and elementary education, which was focused on the following context-specific instructional situations: 1) mathematics instruction |
| 590 | |
▼a School code: 0071. |
| 650 | 4 |
▼a Special education. |
| 650 | 4 |
▼a Elementary education. |
| 650 | 4 |
▼a Mathematics education. |
| 650 | 4 |
▼a Instructional design. |
| 650 | 4 |
▼a Teacher education. |
| 650 | 4 |
▼a Clinical psychology. |
| 650 | 4 |
▼a Disability studies. |
| 690 | |
▼a 0529 |
| 690 | |
▼a 0524 |
| 690 | |
▼a 0280 |
| 690 | |
▼a 0530 |
| 690 | |
▼a 0201 |
| 690 | |
▼a 0622 |
| 690 | |
▼a 0447 |
| 710 | 20 |
▼a The Florida State University.
▼b Teacher Education. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-02B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0071 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15490510
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |