Dissertations / Theses on the topic 'Special education teachers Victoria'
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Roach, Amanda Janelle. "Teacher burnout special education versus regular education /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.
Full textChung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.
Suelter, Barbara L. Halinski Ronald S. Thomas Clayton F. "Building administrator participation in special education a factor in special education teacher job satisfaction /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616850.
Full textTitle from title page screen, viewed July 13, 2005. Dissertation Committee: Ronald S. Halinski, Clayton F. Thomas (co-chairs), Robert L. Arnold, Thomas E. Caldwell, Mary Ann Lynn. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.
McNamara, Karen. "Special education understandings of prospective teachers." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279976.
Full textMcKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.
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Newton, Norrisa. "Examining Attrition Among Bahamian Special Education Teachers and Implications for Special Education Reform." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5508.
Full textCharley, Carmen Yvette. "General Education and Special Education Teachers' Attitudes Toward Inclusion." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/458.
Full textSimone, David S. "Determinants of burnout in special education teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0025/MQ30988.pdf.
Full textBlaisdell, Alfred. "Special Education Teachers' Perceptions of Self-Efficacy." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929973.
Full textThis study provides qualitative data on topics related to the self-efficacy of teachers working in the field of special education. A guided discussion with a group of special educators provided data on four areas of focus: perceived limits on efficacy, practices for developing efficacy, systematic practices for preventing false efficacy, and personal consideration given to self-efficacy. Educator responses were collected and coded for common themes by the researcher. Commonalities in responses included the perceived existence of both internal and external limitations to efficacy, the importance of educational leadership and in the development of self-efficacy, the belief in both educator evaluation and collaboration as a means of preventing false efficacy, and self-efficacy as a consistent consideration in the minds of special educators.
Hippler, Brooke Jenkins. "Self-management by beginning special education teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501406811.
Full textTewalt, Brandon J. "Special education teachers' personal time and money /." connect to online version, 2009. http://minds.wisconsin.edu/handle/1793/37974.
Full textCunningham, Kimberly Alaine. "Special Education Teachers' Perspectives Regarding Needed Support to Retain Special Educators." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7222.
Full textGreene, Brenda Lyons. "Teachers' Attitudes toward Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3445.
Full textMandrell, Christy Dee. "Teacher effectiveness in special education /." View online, 1986. http://repository.eiu.edu/theses/docs/32211998880884.pdf.
Full textRentz, Tarcha F. "African American teachers' perceptions of special education referral." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015698.
Full textJustice, Susan M. "Special education awareness of UW-Stout student teachers." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006justices.pdf.
Full textAlvarez-Hevia, David Menendez. "The construction of teachers' emotion in 'special' education." Thesis, Manchester Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550888.
Full textWilliams, Leila E. "Special Education Teachers' Perceptions of Arizona's Alternate Assessment." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195169.
Full textBinmahfooz, Sarah. "Saudi Special Education Preservice Teachers’ Perspective towards Inclusion." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7746.
Full textHeady, Dolores Charlene Missy. "A study of the perceptions of elementary and secondary clear and emergency or waiver credentialed special education teachers on the critical attributes and their relationship to retention and/or attrition /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3081988.
Full textCavin, Lisa Lyle Combes Bertina H. "Perceptions of importance of diagnostic competencies among educational diagnosticians." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3692.
Full textPaape, Jennifer R. "Social skill expectations do general education and special education teachers differ? /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000paapej.pdf.
Full textDonnellan, Morgan Kathleen. "Language Input Differences Between General and Special Education Teachers." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343259948.
Full textCattini-Muller, Stella. "A different way of being supply teaching in special schools /." London : Mandaras Pub, 2004. http://www.mirandanet.dial.pipex.com/ftp/differentwayofbeing.pdf.
Full textLam, Mei-yu. "The attitudes of teachers towards ICT in boys' home /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25473992.
Full textPlash, Shawn Hodges. "Retention issues a study of Alabama special education teachers /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000061.
Full textLujan, Shari E. "The importance of administrative support for special education teachers." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3669.
Full textJacobs, Jodee Elizabeth. "Secondary Special Education Teachers and Transition Specialists| Collaborative Efforts." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602670.
Full textThis qualitative case study explored how secondary special education teachers and transition specialists perceived their collaborative efforts when transitioning students with Autism Spectrum Disorder (ASD) from secondary to higher education. The theory of transition established the platform for this study. Two of the theoretical principles of situation and support were used as a lens to determine the collaborative perceptions between these two educator groups. The research questions specified educator perceptions of collaboration throughout the transition process and building collaborative relationships. The sample consisted of seven secondary special education teachers and seven transition specialists within the State of Arizona. Data collection sources the secondary transition plan document, semistructured individual interviews and two focus group sessions. Data coding procedures determined specific patterns that emerged in the analysis. A total of seven themes emerged: Collaboration ongoing, team effort, unrealistic expectations affect transition, attitude of specialists affecting student success, trust is vital to building relationships, lack of knowledge in preparing students during transition, and the importance of parental involvement throughout the transition process. The results that provided the greatest influence to the collaborative process included parental involvement and relationships, trust building between educators, continued training, provision of resources, and the development of the transition plan. The implications of this study suggested that educational organizations provide opportunities for these specialists to attend trainings for continued professional development.
Avery, Royce Douglas. "Special education teachers' perceptions of a principal's leadership characteristics." Access restricted to users with UT Austin EID, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3110717.
Full textFloyd, Loury Ollison. "Supervising paraeducators: Practices and perceptions of special education teachers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154064.
Full textTanasugarn, Annie. "Predictors of Burnout Among Southern California Special Education Teachers." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6687.
Full textDurr, Mary Sue. "Special Education Teachers' Perceptions of Professional Development Around Assessment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6419.
Full textCostello, Nicole. "Effects of P.E....Teachers What Do You Think?| Teachers Perception of Special Education Students after Attending Physical Education Class." Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10977105.
Full textThe aim of this project is to determine if physical education has a positive or negative impact on special education students in the following areas: attention, energy, participation, and mood. I hope to benefit the special education field and bring attention to how physical movement can improve the lives of children with disabilities. The data will be collected through observations. The teacher assistant will conduct the observations of the students within the classroom in four 15-minute increments totaling one-hour immediately following physical education class. A check list will be used to identify if the following areas observed either increased or decreased: attention, energy, participation and mood. The select students to be observed will have a letter sent home to parents to inform them of my research and to ask for consent for observations of their child. Students will remain anonymous, as pseudonyms will be used to identify them. Personal interviews will be conducted with the student’s teacher to discuss the results of the observations.
Librea-Carden, Mila Rosa Latina PHD. "Nature of Science in a Special Education Context: Conceptions and Sense-Making of Preservice Special Education Teachers." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531142164652274.
Full textCash, Jon L. "General education teachers implementing common core with students in special education| A mixed methods study of teachers' self-efficacy beliefs." Thesis, Mississippi State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665464.
Full textThis embedded mixed method study addresses the problems teachers have reported in believing themselves capable to implement the Common Core State Standards with students in special education. This study examines the effect professional development on implementing the Common Core State Standards had on the participating teachers' self-efficacy beliefs. The participants (N=21) in this study were drawn from a 20-day professional development for teachers based on implementing the Common Core State Standards. The instrument used in the study was the Teacher Efficacy Beliefs System-Self. Data were subject to both statistical and qualitative analysis.
The results of this study provide insight into the self-efficacy beliefs of the participants during and shortly after professional development about implementing the Common Core State Standards with students in special education. The Wilcoxon test of signed ranks revealed a significant increase in the TEB-S subscale areas of Accommodating Individual Differences and Managing Learning Routines, but not in Positive Classroom Climate. Qualitative analysis of data found both support for the statistical findings and also contradicted the statistical findings. Further qualitative analysis showed that practices presented in the professional development such as using the arts, formative assessment, and technology were effective in maintaining their teachers' self-efficacy beliefs after professional development. Factors unrelated to the professional development, such as support from administrators and colleagues and poorly working technology were not supportive in carrying over the increase in teachers' self-efficacy beliefs in implementing the Common Core State Standards with students in special education.
The study is framed by Social Cognitive Theory and organized into 5 parts. Chapter I provides an overview of the study. Chapter II includes a review of literature related to teachers' self-efficacy belief's Common Core State Standards, and professional development. Chapter III describes the methodology of the study. Chapter IV presents the results of the analysis of data. Chapter IV reports the findings of the study and presents the conclusions of the study and ideas for future research.
Heger, Amy. "Empowering Teachers Through Empathy to Decrease Special Education Referral Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5876.
Full textGarrett, Francene Ramon. "Teachers' Perceptions of Professional Development Benefits for Teaching in Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3298.
Full textTo, Sung-sung. "Job satisfaction among special education teachers of special schools for severe grade mentally handicapped children in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184690.
Full textPrigge, Debra J. "Supervising the special education paraprofessional in inclusionary settings /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7625.
Full textHendricks, Mary Beth. "Factors influencing urban special education teachers' commitment, job satisfaction, and career plans." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-171830/.
Full textDay, Kendra M. "General Education and Special Education Elementary School Teachers' Understanding of Professional Learning Communities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2025.
Full textAL, Garni Ayidh Abdullah. "Attitudes of future special education teachers toward gifted students and their education." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/61859/1/Ayidh_AL_Garni_Thesis.pdf.
Full textDiGennaro, Florence Donna. "Examining the relationship between treatment integrity and student outcomes a comparison of performance feedback, goal setting and negative reinforcement procedures with teachers /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Full textLetendre, Wanda Jacobson. "Improvement of instruction in special education an ethnographic look /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=902.
Full textTitle from document title page. Document formatted into pages; contains vii, 321 p. Includes abstract. Includes bibliographical references (p. 287-308).
Ibrahim, Haniz bin. "Inclusive education in Malaysia : teachers attitudes to change." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245948.
Full textFarnan, Shantel. "Professional Collaboration Experiences| Perceptions of Novice Teachers." Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629009.
Full textThere is a gap in the research regarding structured collaborative processes and experiences that draws a parallel to the disconnections discovered between what is needed to be a successful teacher candidate in the field and what is taught through coursework and the lack of authentic experiences in teacher preparation programs such as collaboration. This qualitative case study seeks to expand the extant research by understanding and identifying perceptions and comfort with collaboration, as well as its impact. The study outlined one universities approach to strive to meet the competencies for accreditation and prepare highly effective professional educators with a focus on collaboration. This qualitative case study investigated the perceptions of novice teachers regarding ways in which collaboration impacted them and their teaching experiences and examined the perceptions of these novice teachers and their comfort with collaboration during their induction period.
Murphy, LaShunda. "A professional development on autism spectrum disorders for special education teachers." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10017111.
Full textThis study examined the effects of a 2-day professional development for special education teachers of students who have Autism Spectrum Disorders (ASDs). The professional development included general knowledge of ASDs and teaching strategies that could be used in the classroom to assist children with ASDs. This study also ascertained teachers’ perceptions and knowledge gains as a result of participating in professional development opportunities on ASD.
The overarching research question addressed in this study was: Does a professional development on ASDs for special education teachers increase their knowledge of ASD and their knowledge and ability to implement strategies in the classroom? The specific research questions were: 1. Does the professional development change teachers’ perceptions of students with ASD? 2. Does the professional development increase the special education teachers’ knowledge of ASD? 3. Does the professional development provide specific teaching strategies directly related to students with ASDs’ success?
The researcher employed a mixed methods approach for this research study. The researcher collected data using the ASD Inventory (pre and post assessment). The study measured participants’ perceptions and knowledge of ASD, provided evidence-based practices to the participants, and assessed the participants’ comfort levels teaching students with ASD. The inventory assessments were analyzed using paired-samples t-test to obtain the final results.
The overall goal of this study was to learn about how to create effective professional development experiences for special education teachers in the area of ASDs. The goal was to enhance teachers’ perceptions of teaching students with ASD, increase their technical knowledge of ASD, and improve their knowledge of strategies to use when teaching students with ASD, as assessed by the ASD Inventory.
The major findings in this study were that after a 2-day professional development on ASD, there was a significant change in teachers’ perceptions of students with ASD, as well as a significant increase in teachers’ knowledge of ASD. Evidence of teaching strategies provided by the professional development was indicated through the assessment and teacher participation. Therefore, teachers learned strategies to meet the needs of students with ASDs.
Cheung, Chan Mei-ann Anna. "Evaluation of teacher competence as perceived by principals and teachers of Hong Kong special schools." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627590.
Full textFok, Chun-wing Daniel. "Teacher stress and professional development in special schools under education reform 2000 in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39707477.
Full textWilcox, Michael Steven. "Assessing attitudes of administrators, core content teachers, and special education teachers at the middle school level toward the inclusion of special education students into general education classes." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-163609/.
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