A Discourse on Teachers' Preparedness and Its Impact on Special Education Students: A Case of Pedagogy and Special Education Needs

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Autor/in	Thomas, Natasha Denise
Titel	A Discourse on Teachers' Preparedness and Its Impact on Special Education Students: A Case of Pedagogy and Special Education Needs
Quelle	(2019), (68 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Peter's University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-3511-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Effectiveness; Faculty Development; Program Effectiveness; Teacher Competencies; Special Education Teachers; General Education; Charter Schools; Urban Schools; Students with Disabilities; Experience; Preservice Teacher Education; Elementary Education; Learning Disabilities; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Charter school; Charter-Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Erfahrung; Lehramtsstudiengang; Lehrerausbildung; Elementarunterricht; Learning handicap; Lernbehinderung
Abstract	This study examines the effect of teacher preparedness and the effectiveness of professional development that has been designed to enhance special education instructional strategies. The purpose of this qualitative study is to determine the preparedness level of general teachers and special education teachers that enable them to effectively teach learning disabled students in a compliant K-5 charter school. Two special education teachers and general education teachers participated this study. This study was conducted at a charter school located in an urban school district in New Jersey. This study yields a great deal of information about teacher preparedness and the approaches that teachers' utilize when instructing special education students. Patterns and themes emerge through qualitative research based on questions presented to individual teacher participants and the focus group interviews. The first major finding of this study was that special education and general education participant teachers utilized their prior experiences to provide special education students with the best instruction. The second major finding was that all general education teachers agreed that teacher training in college in the area of special education was lacking. The special education teachers feel that college level courses adequately prepared them. Whereas, general education teachers noted that college did not prepare them to teach special education students. The third major finding of this study was one general stance articulated among general education and special education participant teachers that professional development in special education was lacking in the school. General education participant teachers expressed being unprepared to handle the challenges of teaching special education students. Contrary to general education participants, special education participant teachers had some training but noted that the school can provide teachers with more professional development in special education. Recommendations for future study in the area of teacher preparedness in special education in a larger public school district may offer a broader perspective of special education teacher practices. This study offers a narrow perspective since it was conducted at a charter school. Additionally, looking at teacher preparedness at the high school grades will likely provide information on special education and general teachers' preparedness to instruct students at that academic level. Compare special education professional development for general education teachers in two school districts. Conducting a study across multiple school districts go beyond the scope of a single school and provide critical information regarding general educators and special educators instructional strategies in broader context. [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	2024/1/01