Pre-service special education teachers' frequency of opportunities to respond in the TeachLive virtual classroom

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dc.contributor.advisorPemberton, Janeen_US
dc.contributor.authorPeterson, Maria Brookeen_US
dc.contributor.committeeMemberHaynes-Smith, Heather
dc.contributor.committeeMemberSourdot, Ludovic
dc.contributor.committeeMemberMarshall, David, Ph. D.
dc.date.accessioned2014-12-10T19:19:02Z
dc.date.available2014-12-10T19:19:02Z
dc.date.copyright2014en_US
dc.date.issued2014-01-01en_US
dc.description.abstractThe purpose of this study was to evaluate the effect that the TeachLivE virtual learning environment had on improving use of instructional strategies among pre-service special education teachers; in particular, it determined how often pre-service special education teachers provided opportunities to respond. Secondly, the purpose was to investigate the efficacy of post-session, after-action review as a tool for preparing new teachers. Lastly, this study focused on the perceptions of pre-service special education teachers' experiences within the TeachLivE virtual learning environment on teaching practices.en_US
dc.identifier.urihttp://hdl.handle.net/11274/3669
dc.language.isoen_USen_US
dc.subjectSpecial Educationen_US
dc.subjectTeacher preparation programs
dc.subjectStudents with disabilities
dc.subjectEnhanced content knowledge
dc.titlePre-service special education teachers' frequency of opportunities to respond in the TeachLive virtual classroomen_US
dc.typeDissertationen_US
thesis.degree.departmentTeacher Education
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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