An Examination of School Factors Which Support and Limit Efficiency in Rural Special Education Resource Room Teachers

Autor/in	Fankhauser, Jeff
Titel	An Examination of School Factors Which Support and Limit Efficiency in Rural Special Education Resource Room Teachers
Quelle	(2010), (239 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seattle University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-7170-2
Schlagwörter	Hochschulschrift; Dissertation; Rural Schools; Resource Teachers; Special Education Teachers; Resource Room Programs; Teacher Effectiveness; Self Efficacy; Case Studies; Elementary Schools; Middle Schools; High Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrpersonal; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	This dissertation examines the school factors which support and limit efficacy in rural special education resource room teachers. To explore these factors, a qualitative case study involving interviews, observations, and data analysis was conducted during the spring of 2010. Data collection included interviews and observations of the teachers, staff, and administrators at the Lincoln School District (a pseudonym). Interviews, observations, and document analysis protocols based on Albert Bandura's (1997) theories of self-efficacy were developed by the researcher for this study. Data collection took place at Lincoln Elementary School, Lincoln Middle School, and Lincoln High School during a four-week period in March and April 2010. All interviews were tape recorded, transcribed, and analyzed using a qualitative research approach. The voices of the teachers, staff, and administrations who participated in this study are presented as findings and several conclusions were generated from the data. Findings from this study are framed by the characteristics of Bandura's research, including enactive mastery experiences, vicarious experiences, verbal persuasions, and physiological and affective states. Additional findings from this study diverged from Bandura's framework. These focused on sharing of community, professional modeling and mentoring, outside forces, and rural isolation. This research indicates that unless school leadership implements policies designed to increase the self-efficacy of rural special education resource room teachers, efforts will continue to result in high special education teacher turnover and increased difficulty attracting and retaining talented teachers to challenge and nurture these amazing 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).
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	2017/4/10