Award Date

1-1-1979

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Special Education

Number of Pages

255

Abstract

Effective inservice training for regular educators is now and shall continue to be a critical need for teacher training programs, state educational agencies, local school districts and teacher organizations. Given the mandates of P.L. 94-142, all teachers must eventually receive meaningful special education-relevant inservice training; In rural and remote sparsely populated school districts, however, it is neither economically feasible nor, perhaps, even possible to provide both direct instructional and supportive practica activities without employment of some type of printed supplementary material. This material must necessarily extend instruction in such aras, for their very remoteness often precludes the more extensive instructional contact available on university campuses. The emerging development of instructional modules reflects one of the profession's more logical attempts to address this pressing need; Instructional modules have been defined as sets of learning activities, including rationales, objectives, pre-assessment and post-assessment, which are intended to facilitate the learner's acquisition of content related to specific objectives. The available literature (and corresponding research) on module development and module effectiveness is presently sparse. Few self instruction modules have been or are now being developed to supplement inservice training and demand; A self instruction module on "Teacher Observation Skills" was developed by the author and field tested in rural Clark County, Nevada. This module, included as an appendix to this paper, is designed for both pre-service and inservice training and possesses the following general characteristics: (a) general rationales and objectives which indicate the nature of the module and its relationship to other objectives or activities. (b) specific objectives which specify learnings to be achieved when the module is used as indicated; (c) specified activities which may include reading generalization activities based on the printed materials, individual activities, worksheets, exercises and examples; (d) learning which relates to particular modes of activity of performance levels which range from simple knowledge of some concept to its direct application in the classroom; and (e) pre and post-assessment of module content to indicate participant gain in knowledge and (where appropriate) application. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI.

Keywords

Delivery; Effective; Inservice; Instructional; Modules; Rural; System; Use

Controlled Subject

Special education

File Format

pdf

File Size

6860.8 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/g6jk-7e8v


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