A Phenomenological Study of Ninth Grade Students' with Disabilities Perceptions of Educational Settings

Autor/in	Talley, Micole Atkins
Titel	A Phenomenological Study of Ninth Grade Students' with Disabilities Perceptions of Educational Settings
Quelle	(2017), (221 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-6122-1
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; High School Students; Grade 9; Disabilities; Student Attitudes; Educational Environment; Student Placement; Inclusion; Qualitative Research; Rural Schools; Student Experience; Interviews; Focus Groups; Observation; Grounded Theory; Teacher Student Relationship; Classroom Environment; Teacher Effectiveness; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Handicap; Behinderung; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerpraktikum; Inklusion; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Studienerfahrung; Interviewing; Interviewtechnik; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Few research studies listened to the voices of high school students with disabilities' regarding their lived experiences during placement in an inclusion setting and a resource setting. The purpose of this qualitative, phenomenological study was to understand the central phenomenon of the study for 10 ninth grade students with disabilities served in either an inclusive setting or a resource setting in 2 rural high schools located in Southeastern Georgia. The research design for this study is a qualitative, phenomenological because further exploration is needed to understand the perceptions of students with disabilities regarding their instructional environments. The central research question was, "How do ninth grade students with disabilities describe their lived experiences, either in an inclusion setting or a resource setting?" The setting for this study was 2 high schools located in a small, rural school district in Southeastern United States. The forms of data collection were interviews, focus groups, and observations. The use of MAXqda and the constant comparative data analysis were chosen until data saturation was reached. The 3 themes were Teacher-student Relationships, Classroom Climate, and Perceived Teacher Efficacy. Findings revealed the need for ninth graders' input into their placement in instructional environments of inclusion and resource settings. The conclusion was that ninth grade SWD felt that they could learn in an inclusion setting with the effective implementation of instructional practices and teacher traits they associated with the resource setting. Further research could focus on how to increase the effectiveness of co-teaching models to emphasize a stronger focus on student learning outcomes and implement processes to include student in the IEP meetings to provide their input regarding their services. [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	2020/1/01