Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance

Autor/in	Weisling, Nina Fitzsimmons
Titel	Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance
Quelle	(2012), (206 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Illinois at Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-8495-1
Schlagwörter	Hochschulschrift; Dissertation; Emotional Disturbances; General Education; Classroom Techniques; Teacher Behavior; Middle School Teachers; Teacher Attitudes; Reading Teachers; Mathematics Teachers; Social Studies; Mathematics Instruction; Reading Instruction; Middle School Students; Teacher Surveys; Likert Scales; Positive Reinforcement; Grouping (Instructional Purposes) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gefühlsstörung; Allgemein bildendes Schulwesen; Allgemeinbildung; Klassenführung; Teacher behaviour; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Mathematics; Mathematik; Gemeinschaftskunde; Mathematics lessons; Mathematikunterricht; Leseunterricht; Student; Students; Schüler; Schülerin; Likert-Skala; Grouping; Gruppenbildung
Abstract	This study describes the classroom practices of middle school general education teachers working with students with and without emotional disturbance (ED), including the predictability of those teacher behaviors for both groups of students. The data collected in this study describe the ways in which the beliefs and experiences of this group of teachers aligns with their observed behaviors when working with students with and without ED. Seven seventh and eighth grade literacy, math, and social science general education teachers, and 14 seventh and eighth grade students with and without ED participated in this study. Teachers' instructional and classroom management interactions with target students was coded across 600 minutes of systematic, direct observation. Descriptive statistics were calculated for each teacher, specific to the target students. Additionally, lag sequential analysis was run to identify conditional probabilities for specific teacher and student behaviors. Teachers also completed a single Likert survey about their beliefs when working with students with ED. Data from surveys and observations describe the ways in which teachers' beliefs and experiences align to their classroom behaviors. The results of this study show similar rates of opportunities to respond and use of instructional groupings, as well as low levels of teacher responses, for students with and without ED. Where teacher behavior are different for both groups of student--including rates of praise, use of corrective actions, and predictability of feedback--the patterns that emerge are mostly consistent with existing research: teachers used low levels of praise, are more likely to have negative interactions with students with ED, and have unpredictable feedback for students (Van Acker, Grant, & Henry, 1996; Wehby, Symons, & Shores, 1995). The data collected and analyzed in this study suggest that, for all students, what has proven successful in general education classrooms is not being effectively implemented. Implications for teacher practices and future research are also explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01