Literaturnachweis - Detailanzeige
| Autor/in | Edwards, Kimberly Lovett |
|---|---|
| Titel | A Transcendental Phenomenological Study Regarding Teachers' Attitudes and Efficacy toward Students with Disabilities in an Inclusion Classroom Environment |
| Quelle | (2023), (143 Seiten)
PDF als Volltext Ph.D. Dissertation, Liberty University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-1031-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Attitudes; Elementary School Teachers; Inclusion; Elementary School Students; Students with Disabilities; Barriers; Program Effectiveness; Faculty Development; Self Efficacy; Administrator Role |
| Abstract | The purpose of this qualitative transcendental phenomenological study was to understand elementary-level general education teachers' attitudes and efficacy regarding teaching students with disabilities in an inclusion classroom environment. Bandura's self-efficacy theory guided this study of teachers' relationships with their attitudes and efficacy levels with educating students with disabilities in the inclusion classroom environment. The research questions addressed the teachers' attitudes toward the inclusion of students with disabilities in the inclusion classroom environment. Ten teachers from local elementary public schools participated in individual interviews, and 4 engaged in a focus group interview. The individual and focus interviews were recorded, digitally transcribed with a qualitative computer software program, and examined to determine rich codes and themes. Five themes emerged from data analysis--addressing challenges of teaching students in the inclusion environment, addressing benefits of teaching students in the inclusion environment, effectiveness of professional development or training opportunities, general education teachers' perceptions of their self-efficacy, and administrators' support in the inclusion environment--showing the benefits, challenges, and participants' thoughts of teaching in the inclusion classroom environment. The participants outlined the importance of professional development and administration support to teach students with disabilities in the inclusion classroom setting. Overall, the themes provided a rich and nuanced understanding of the attitudes, experiences, and efficacy of general education teachers in teaching students with disabilities in the inclusion classroom environment. [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:
