Cognitive Dissonance Experienced by Secondary General Education Teachers When Teaching Inclusion Classes

Autor/in	Alford, Clayton Ronald
Titel	Cognitive Dissonance Experienced by Secondary General Education Teachers When Teaching Inclusion Classes
Quelle	(2010), (256 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-1585-7
Schlagwörter	Hochschulschrift; Dissertation; Teacher Effectiveness; General Education; Testing; Data Analysis; Professional Development; Learning Modalities; High Stakes Tests; Phenomenology; Empathy; Class Size; Investigations; Self Efficacy; Teacher Attitudes; Special Needs Students; Inclusion; Outcomes of Education; Compensation (Remuneration); Educational Research; Secondary Education; Teacher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Allgemein bildendes Schulwesen; Allgemeinbildung; Testdurchführung; Testen; Auswertung; Lernumgebung; Phenomenological psychology; Phänomenologie; Psychologie; Empathie; Klassengröße; Untersuchung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Sonderpädagogischer Förderbedarf; Inklusion; Lernleistung; Schulerfolg; Abfindung; Kompensation; Lohnausgleich; Bildungsforschung; Pädagogische Forschung; Sekundarbereich; Lehrerausbildung; Lehrerbildung
Abstract	The findings from this qualified phenomenological research study involved 20 secondary general education teachers who taught inclusion classes. The research study investigated the lived experiences and perceptions of teachers through in-depth interviews and using a modified van Kaam method of data analysis, Atlas.ti 6 software, and Microsoft Excel to corroborate involvement between teacher efficacy and dissonance. Ten themes emerged from the research study: (a) class size, (b) students' learning modalities, (c) dissonance from high-stakes testing, (d) inadequate professional development, (e) inclusion classes required an inordinate amount of preparation, (f) teachers should receive higher compensation for instructing inclusion classes, (g) empathy for special-needs students, (h) dissonance had an adverse effect on efficacy, (i) pressure from high-stakes testing increased teacher dissonance, and (j) co-teachers should have subject matter content certification. All the emerged themes influenced the quality of teacher efficacy. Recommendations include provision for enhanced meaningful professional development for teaching in the inclusion setting that will produce optimal results for students. [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	2017/4/10