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Author: Gooding Erika
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 0
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Book Description
This dissertation explores the perceptions of student–teacher relationships among students with emotional disabilities held by general and special education teachers in inclusive and self-contained settings. This research explores how teacher groups perceive these student–teacher relationships within both learning environments and to what extent differences between these settings influence this perception. The theoretical framework for this non-experimental quantitative research is based on Albert Bandura’s social cognitive theory. Quantitative data for this study was collected through an 18-question survey developed by this researcher and administered to 87 voluntarily participating teachers of students with emotional disabilities in self-contained and inclusive educational settings. When analyzing this data, linear regression models were completed to determine if factors such as group size, adult-to-student ratio, and access to supports such as social skills instruction and positive behavior interventions influenced teachers’ perceptions of relationships. Further, independent sample t-tests were completed to compare the responses of teacher groups. This study’s results suggested no significant difference between general and special educators’ perceptions of relationships, regardless of whether they taught in an inclusive or self-contained setting. Additionally, no significant difference was noted in the perceptions held by special educators in either learning environment. Factors such as group size, student-to-teacher ratio, access to social skills instruction and positive behavior support were weak and non-significant predictors of relationship perceptions held by educators. This study intends to provide information to teachers, schools, and local education agencies to support inclusive educational practices and classroom relationship-building.
Author: Gooding Erika
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 0
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Book Description
This dissertation explores the perceptions of student–teacher relationships among students with emotional disabilities held by general and special education teachers in inclusive and self-contained settings. This research explores how teacher groups perceive these student–teacher relationships within both learning environments and to what extent differences between these settings influence this perception. The theoretical framework for this non-experimental quantitative research is based on Albert Bandura’s social cognitive theory. Quantitative data for this study was collected through an 18-question survey developed by this researcher and administered to 87 voluntarily participating teachers of students with emotional disabilities in self-contained and inclusive educational settings. When analyzing this data, linear regression models were completed to determine if factors such as group size, adult-to-student ratio, and access to supports such as social skills instruction and positive behavior interventions influenced teachers’ perceptions of relationships. Further, independent sample t-tests were completed to compare the responses of teacher groups. This study’s results suggested no significant difference between general and special educators’ perceptions of relationships, regardless of whether they taught in an inclusive or self-contained setting. Additionally, no significant difference was noted in the perceptions held by special educators in either learning environment. Factors such as group size, student-to-teacher ratio, access to social skills instruction and positive behavior support were weak and non-significant predictors of relationship perceptions held by educators. This study intends to provide information to teachers, schools, and local education agencies to support inclusive educational practices and classroom relationship-building.
Author: Erica Angle-Newman
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Thirty-two teachers and 71 students from urban middle schools were surveyed to examine the extent to which dimensions of teacher social-emotional capacity (SEC) were associated with teachers' perceptions of building supportive teacher-student relationships (TSRs) with students, especially Black male students (BMSs), and the extent to which these students' perceptions of TSRs were associated with classroom belonging. The study found that teachers high in SEC and in the SEC dimensions Relationship/Social Skills and Responsible Decision Making were less likely than their counterparts to report challenges in building supportive TSRs with all students and that there was a positive association between students' perceptions of supportive TSRs and their sense of classroom belonging. Study findings have potential for closing the opportunity gap for BMSs. Recommendations for practice include targeting teacher professional development to improve teacher SEC overall and in the SEC dimensions Relationship/Social Skills and Responsible Decision Making.
Author: Brahm Norwich
Publisher: Taylor & Francis
ISBN: 100098527X
Category : Education
Languages : en
Pages : 232
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Book Description
This updated second edition of Addressing Tensions and Dilemmas in Inclusive Education further develops the critical analysis of the initial edition that integrates the interaction between different perspectives and positions in the field of inclusive education. This key resource expands the arguments present in the first edition with clearer implications about how to address tensions and dilemmas in inclusive education, and resolve them through democratic deliberation. Based on contemporary research, theory and policy, as well as responding to current perspectives towards the education of children and young people with learning difficulties and disabilities, Brahm Norwich extends and refines the original core argument of the previous edition – the practical realisation of inclusion involves tensions and dilemmas that have to be addressed and resolved. This core analysis focuses on: - identification and classification - current national and international conceptions - pedagogic and curriculum issues - organisation of schooling - parental and student perspectives and the contribution of research to policy and practice. Re-engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible new edition will be of interest to all students and researchers of inclusive education.
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 127
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Book Description
The researcher examined the perceptions of students, teachers, and the administrator at an urban elementary school in a district in the southwestern region of the United States that has made a long-term investment in social-emotional learning and restorative practices. The researcher used qualitative research which included semi-structured individual interviews with students, teachers and the administrator as well as collected survey data from 5th and 6th grade students. Research questions addressed the perceptions of students, teachers and the principal on how the use of restorative practices and teaching of social emotional learning impacts relationships between teachers and students. The findings suggest that the students at this school overwhelmingly perceive their relationships with their teachers to be strong and due to being taught how to build empathy, being motivated by their teacher, and having emotional awareness. Teachers have noticed a change in the relationships they develop with students through the implementation of empathy building strategies such as trust circles and restorative conversations to solve conflicts and problems in their classroom and through the explicit teaching of social emotional learning, specifically teaching students how to identify their emotions. The study further describes implications for educators as well as state policymakers.
Author: Erica D. McCray
Publisher: Routledge
ISBN: 1136726322
Category : Education
Languages : en
Pages : 728
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Book Description
Compilations of research on teacher preparation often include no more than a cursory mention of the specific roles and needs of special education teachers. Although the work that special education teachers perform does indeed differ from the work of classroom teachers, teacher preparation in the two fields has much in common. The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Opening chapters ground the collection in political and economic context, while subsequent sections delve deeply into issues related to the current state of our special education workforce and offer insights into how to best prepare and sustain that workforce. Ultimately, by illuminating the particularities of special education teacher preparation, this landmark handbook addresses the state of current research in the field and sets an agenda for future scholarship.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 498
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Book Description
Author: Crystal Williams Harmon
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: This study examined the experiences of teachers who included students identified as having emotional disturbance in their classes while participating in a teacher support program. A secondary analysis of data collected throughout the duration of the support program was conducted to identify core issues teachers faced as they included students with emotional disturbance in their classes. The first stage of analysis involved pre-existing data from the support program. Data were organized into four periods which chronologically represented the teachers' experiences. From this data eight core themes were identified: concerns about the lack of instructional adaptations made for students with emotional disturbance; appropriate consequences for disruptive behavior in general education; type of additional student information teachers wanted; student readiness for inclusion; the need for a supportive environment; training needs for inclusion; class size pertaining to the number of students with ED in general education classes; and teacher feedback about the support program. To provide clarification and elaboration of these core issues, stage two consisted of a focus group of eight teachers who participated in the program. Identified strengths that contributed to the success of the support program included the role of the coordinator as support person for both students and teachers and the benefits of having a supportive environment for students with emotional disturbance to return to for extra assistance. Major conclusions from this study suggest that student readiness for inclusion, teacher support needed during inclusion, and teacher attitudes and beliefs about inclusion are critical components to the inclusion process. Implications for future research include identifying skills needed by students with emotional disturbance to transition to inclusive settings, examining the setting demands of the general education classroom, exploring students' perceptions of inclusion, and identifying effective practices for preparing teachers to work with students in inclusive settings.
Author: Amber Lynn Dill (Graduate student)
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 0
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Book Description
Abstract: Teachers of students with emotional and behavioral disabilities (EBD Teachers) that work in a self-contained setting are more likely to experience symptoms of burnout than their general education and special education teacher peers. Attrition for this group of teachers continues to be at an all-time high, leading to poor outcomes for some of our most vulnerable and misunderstood students. Many teachers experience burnout, but there is growing evidence that EBD teachers experience these emotions more acutely and with greater frequency due to the specific needs of their classroom population. Though much of the research focuses on special educators as a unified group, this study highlights the uniqueness of the self-contained setting and seeks to understand the distinctive experience of EBD teachers. Using qualitative interviews that are framed by the Conservation of Resources Theory, this study examined how EBD teachers balance limited resources with the unique demands of their job. Exploring how these teachers balance limited resources and how they perceive their work is vital to determining action steps toward improved outcomes mitigating burnout and attrition. Findings based on the analysis of EBD teacher interviews are presented, along with recommendations in the areas of practice, policy, and future research.
Author: Andrew J. Holliman
Publisher: Routledge
ISBN: 1136675094
Category : Education
Languages : en
Pages : 376
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Book Description
The Routledge International Companion to Educational Psychology brings together expert practitioners, researchers, and teachers from five continents to produce a unique and global guide to the core topics in the field. Each chapter includes coverage of the key thinkers, topic areas, events, and ideas that have shaped the field, but also takes the reader beyond typical textbook material and into engagement with current issues, cutting-edge research and future directions in the field of educational psychology from an international perspective. With over 30 chapters, the volume is divided into four themed sections: ‘An introduction to educational psychology’, ‘How children learn and develop’, ‘Issues concerning the assessment of children’ and ‘Identifying and meeting the needs of children with learning difficulties’. Covering the key issues and fundamental strands of educational psychology The Routledge International Companion to Educational Psychology aims to provide the reader with knowledge of: educational psychology (history, child rights, and practice); factors which influence children’s learning and development; issues to do with assessment (a key aspect of educational psychology); special educational needs (identification and how to meet their needs); the key thinkers, events, and ideas that have shaped the field; the core topics across educational psychology in an accessible manner; cutting edge research including recent research evidence and theory; future directions in the field of educational psychology; educational psychology from an international perspective. The book is conceived for both student and researcher use, and considers the implications for educational psychology practice in all sections. It will be highly beneficial for both students and lecturers on Education Studies and Psychology undergraduate courses, as well as combined undergraduate degrees .
Author: Isabel Mitchem
Publisher:
ISBN:
Category :
Languages : en
Pages : 84
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Book Description
Current research has shown that social and emotional learning (SEL) programs improve the school climate, school culture, and the overall academic success of students. It is imperative that administrators collaborate with their staff to find effective programs that address the needs of every student; this includes both their academic needs, as well as their social and emotional needs. This research study examined teacher and administrative insights of social and emotional learning, and the impact of such a program in today's schools. The questions guiding this research study were: How would a social and emotional learning program, when implemented with fidelity, affect students who qualify for special education services under emotional and behavioral disorders (EBD)? and What are the effects of a placement in a self-contained classroom on students with emotional and behavioral disorders? A mixed methods approach using a survey and semi-structured interviews relating to SEL allowed the researcher to gather data on staff perceptions about SEL programs, and the effectiveness of such a program on the success of all students. The data also allowed the researcher to examine the educational setting of students with EBD, and what these students need be successful. The researcher found that, while teachers believe social and emotional learning is vital to student success, implementation with fidelity does not occur at the site in which the study took place. This inconsistency in teaching social and emotional skills can drastically impede the effectiveness of such a program, and a recommendation would be to implement a social and emotional learning program with the understanding that the entire school site must implement with fidelity. The information gathered in this study will add to current research on the topic of social and emotional learning. Key Words: social and emotional learning (SEL), emotional and behavioral disorder (EBD), fidelity, general education setting, self-contained setting, interventions
