Literaturnachweis - Detailanzeige
| Autor/in | Johnston, Darleen |
|---|---|
| Titel | General Education Teachers' Perceived Preparedness to Teach Students with Emotional Disturbance |
| Quelle | (2022), (79 Seiten)
PDF als Volltext Ed.D. Dissertation, Walden University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-2098-9439-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Regular and Special Education Relationship; Teacher Attitudes; Career Readiness; Emotional Disturbances; Students with Disabilities; Inclusion; Instructional Effectiveness; Self Efficacy; Georgia |
| Abstract | There is limited information regarding specific types of training general education teachers want or need to meet the needs of students with emotional disturbance (ED) in inclusion settings. Many teachers are assigned in inclusive settings without advanced training related to inclusion to effectively teach students with ED. Guided by Bandura's social cognitive theory, this study was used to determine general education teachers' perceptions of what types of training are needed to increase their perceived ability to effectively teach students with ED. Research questions helped determine what types of training general education teachers feel are needed to increase their self-efficacy to teach students with ED in the general education classroom. A basic qualitative case study design was used to select 11 general education teachers who teach or have taught students with ED in the general education classroom in a northern Georgia school district. Data for the study were obtained through interviews that were recorded and transcribed, then analyzed and coded using open and axial coding. Participants identified the need for training that focuses on de-escalation strategies, identifying triggers of students, and reasons for ED. This study may contribute to positive social change by identifying needed types of training for teachers who can increase their self-efficacy when working with students with ED. District personnel can use results to make decisions regarding training needed for general education teachers who work with students with ED in inclusion classrooms. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
