一个为大学教师准备课程创建的新的阅读障碍课程的案例研究
Mitzi Berryhill1, Kayla Reggio2, Kim Skinner3
1AIM Institute for Research and Learning, Conshohocken, PA, USA. mberryhill@aimpa.org.
Annals of dyslexia
|September 24, 2025
概括
路易斯安那州路易斯安那州路易斯安那州路易斯安那州路易斯安那州
科学领域:
- 教育教育教育教育教育教育.
- 教师准备教师的准备工作
- 识字指导 识字指导 识字指导
背景情况:
- 路易斯安那州第607号法案规定,教师资格认证的教师必须接受阅读障碍培训.
- 需要新的三学分小时的阅读障碍课程,从2024年秋季开始.
- 旨在提高未来教育工作者的阅读障碍知识.
研究的目的:
- 检查创建和实施新的阅读障碍课程.
- 了解教师和学生的经验与新的任务.
- 为调整立法要求适用于教育实践提供见解.
主要方法:
- 嵌入式案例研究方法.
- 从课程纲要,教材,学生调查/反思和教师笔记中收集的数据.
- 对参与者的体验进行定性分析.
主要成果:
- 确定了课程实施中的惊喜,成功和障碍.
- 突出了整合新立法任务的挑战.
- 证明了参与者的参与和学习.
结论:
- 为实施阅读障碍教育任务提供实用见解.
- 为大学提供一个框架,以加强教师准备计划.
- 促进改善全国范围的阅读障碍学生的学习成果.
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