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Auteur : Grafiati

Publié le 27 juillet 2024

Mis à jour le 28 juillet 2024

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1

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.

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2

Vernold, Erica Lynn Malloy William W. « Special education teacher resiliency what keeps teachers in the field ? / ». Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1631.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.

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3

Theaker, Sherri L. « Pre-service Teachers Attitudes Toward Integration : Does a Student Teacher Placement in an Integrated Classroom Make a Difference ? » Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.

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4

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.

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5

Wang, Hsin-Yi. « A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders ». Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5795/.

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A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.

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6

Smith, Robert G. Grogan Margaret. « An evolving district level induction program for special education teachers ». Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6698.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Margaret Grogan. Vita. Includes bibliographical references.

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7

Absher, Grace Selarde. « Circumstances and Experiences of Regular and Special Education Teachers in Inclusion ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7452.

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Implementation of federally mandated classroom inclusion of students with disabilities (SWDs) in the United States is inconsistent. Research has been limited on how teachers implement inclusion in classrooms, which has prevented systemwide improvements of inclusion practices. The purpose of this basic qualitative study was to describe the circumstances and experiences of regular and special education teachers in 3rd to 6th grade inclusion classes. The theory of organizational learning served as the conceptual framework for the study. Data were collected in interviews with 7 regular education teachers (RETs) and 5 special education teachers (SETs) from 3 public school districts in a south-central U.S. state. Data were analyzed using open coding to identify themes and patterns. Results indicated that SETs served SWDs from multiple classes and sometimes from multiple grades rather than following 1 student throughout the day. Further, RETs had students with and without disabilities from up to 7 different grade levels in their inclusion classrooms. Findings also revealed that none of the participants engaged in collaborative content planning. Almost all participants expressed the need for additional teachers to reduce the teacher-to-student ratio and for more training for RETs to support inclusion of SWDs in their classes. Findings may provide information to leaders at the building, district, regional, state, and legislative levels regarding how inclusion can be improved in classrooms, including how systemic change in public school systems may be implemented.

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8

Li, Yung-Chang. « A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings / ». free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720539.

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9

Chung, 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.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. 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.

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10

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.

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Thesis (Ed. D.)--Illinois State University, 1986.
Title 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.

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11

Ozturk, Mehmet Emin. « Collaboration with Families : Perceptions of Special Education Preservice Teachers and Teacher Preparation ». Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7071.

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The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program. This study also explored preservice teachers’ perceptions about what they learned in their program and the perceptions, and understandings of pre-service teachers regarding collaboration with families based on their past experiences with their families. This study used qualitative research methods to answer questions about perceptions of pre-service teachers’ perceptions of collaborating with families and the extent to which their perceptions are influenced by their own family backgrounds as well as their perceptions about what they learned in their program. In order to address the goals and related research questions of this study, the research design will be a descriptive case study. Interviews with six preservice teachers and two professors and document analysis used in this study as a source of data. Three themes emerged from the data. The themes are as follows: perceptions of preservice teachers about family-school collaboration, preservice teachers’ past experiences when they were at K-12 in terms of family involvement and teacher education program experiences of preservice teachers.

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12

Voris, Brenda C. « TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS ». UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.

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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues. The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of efficacy in the early years of their careers (zero to five), degree of job satisfaction, and their certification type in special education (alternative vs. traditional). The secondary purpose was to examine the interrelation among teacher efficacy, number of years in the profession, degree of job satisfaction, gender, type of classroom, and area of certification in special education. The degree of teacher self-efficacy is linked to increased student outcomes and achievement, extent of planning, implementation of new ideas, enthusiasm, commitment, and increased patience with struggling students. The Teacher Sense of Efficacy Scale was utilized to measure teacher efficacy. The Brayfield Rothe Job Satisfaction Index (1951) as modified by Warner (1973) was employed to measure the affective factors of job satisfaction. A demographic questionnaire developed by the researcher gathered information from the respondents. The study hypothesis assumed that teacher efficacy, specifically teacher self-efficacy, was lower in early career special education teachers who were pursuing or had recently completed certification through alternative programs. Analysis of the data indicates there is no significant difference between special education teachers who have completed alternative certification programs and their traditionally certified counterparts in terms of their degree of self-efficacy. Responses from the Job Satisfaction Survey indicated both groups of special education teachers are satisfied with their jobs.

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Bhandari, Naina Arvin. « Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes ». Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50570.

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This paper compared the perceptions of secondary special education teachers (SETs) and general education teachers (GETs) on collaborative themes using the Schools and Staffing Survey/Teacher Survey (SASS/TS, 2007-2008) from the National Center for Education Statistics (NCES). In this study, ANOVAs, independent samples t-tests, and simple linear regression were used to analyze SASS/TS data comparing GETs and SETs on three themes derived from collaboration literature: 1) beliefs and values, 2) roles and responsibilities, and 3) teacher satisfaction. The results showed that there was a statistically significant difference in the perceptions of SETs and GETs on both beliefs and values and roles and responsibilities. This study also found that beliefs and values was a statistically significant predictor of teacher satisfaction for GETs and SETs. Roles and responsibilities was not a statistically significant predictor of teacher satisfaction.
Ph. D.

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14

Rosen, Perri I. « Teachers' Perceptions of Factors Used in Placement Decisions ». Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/292096.

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School Psychology
Ph.D.
Children with autism spectrum disorders (ASD) are spending greater amounts of time in inclusive classroom settings. The perceptions of teachers regarding the educational placement of children with ASD are a critical topic of study, since teachers are primarily responsible for the implementation of inclusion (Soodak, Podell, & Lehman, 1998). While there is a substantial research base that has examined the attitudes of teachers about inclusion, less research has focused on ASD that compared the attitudes of general and special education teachers. As reported in the literature, there are multiple barriers that prevent successful inclusion, particularly in high-poverty, urban districts. Since teachers are key stakeholders in decision-making processes for students' educational placement, their attitudes are important to assess as they may act as either barriers or facilitators of inclusion. These high-stakes decisions inevitably alter students' trajectories in terms of developmental outcomes, and therefore warrant further examination. Identifying teachers' specific resource needs is also crucial in determining how to make inclusion more successful for this population of students. Two similar surveys were developed and administered to 27 Autism Support (AS) and 28 general education (GE) teachers who presently had students with ASD in their classrooms. The surveys included quantitative items presented through a Likert-type scale, as well as open-ended items. They were designed to gather information on teacher demographics, students' current and recommended placement, teachers' perceptions of child and context-related variables found in the literature to impact inclusion, and resource needs. Overall, both AS and GE teachers felt their current students' placement was appropriate, though AS teachers' ratings of appropriateness were significantly lower. AS teachers reported they were likely to recommend more time in the general education setting for a majority (70%) of their students with ASD. While GE teachers believed a majority of their students (86%) should be included for most or all of the school day, they recommended less time in general education for 27% of students. GE teachers also expressed more concerns about the functioning of their students with ASD than they did about their own ability to teach those students or aspects related to the classroom context. AS teachers, on the other hand, felt less confident in the supportiveness and prior experience of the general education teachers at their school, whereas they felt their students were prepared to meet general education classroom demands. For both groups of teachers, their beliefs about child-related factors were associated with their recommendations for more time in an inclusive classroom. Identified barriers at the classroom and school-wide levels differed significantly for AS and GE teachers, with AS teachers focused more on skill development among general educators, and GE teachers indicating a greater need for external supports (e.g., classroom assistants, paraprofessionals). AS teachers also indicated a need for a more inclusive climate and greater acceptance than did GE teachers. Findings provide insight into the unique perspectives of AS and GE teachers, in terms of their perceptions of inclusion and their identified resource needs. Results indicate that the survey measures had good internal consistency α = 0.86) and a factor structure that clustered roughly as intended, despite the small sample size. Thus, this measure may be a valuable tool for use in future research on this topic.
Temple University--Theses

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15

Fok, 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.

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16

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.

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17

Tewalt, Brandon J. « Special education teachers' personal time and money / ». connect to online version, 2009. http://minds.wisconsin.edu/handle/1793/37974.

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18

Mims, Pamela J., A. Baxter et James J. Fox. « The ETSU Teacher Support Project : Preliminary Results of a Project to Increase the Self-efficacy and Reduce Attrition of Special Education Teachers ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/147.

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19

Coblentz, Chanda Rhodes. « Effective Educational Practices Regarding General Education Teachers and Inclusion of Students With Autism ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3242.

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Owing to the influx of students with autism to the general education classroom, the role of the educator has drastically changed. Limited training and negative perceptions among teachers of students with autism are concerning. A qualitative case study, based on Bandura's theory of self-efficacy as a conceptual framework, was used to gather information based on the preservice training and personal classroom experiences from 7 general education teachers who were purposefully selected based on their licensure in the state of Ohio and experience in teaching students with autism. Research questions for this study examined the types of training teachers received, perceptions and attitudes regarding the inclusion of students with autism, and classroom strategies used by teachers. Semistructured interviews with open-ended questions were used to guide the interview process. Data were analyzed through reflection, coding, and identifying prevalent themes. Findings indicated that none of the participants initially felt adequately prepared to teach students with autism but attempted to convey positive attitudes and individualize teaching strategies for each child. Based on these findings, an online course regarding students with autism was developed for preservice teachers. Successful project implementation may increase the knowledge base among teacher candidates in research-based teaching strategies that could potentially improve general teacher perceptions and encourage successful inclusion of students with autism

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20

McKenzie, Patricia Jay. « Early childhood : special education ». Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.
Education, Faculty of
Graduate

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21

Combee, Susan. « THE RELATIONSHIP BETWEEN ADMINISTRATIVE SUPPORT AND TEACHER EFFICACY N THE PROFESSIONAL LIFE OF SPECIAL EDUCATION TEACHERS ». VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3481.

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Administrative support plays a vital role in the self-efficacy of special education teachers (Otto & Arnold, 2005). In order to meet the education needs of special education students and comply with Individuals with Disabilities Education Improvement Act (IDEA, 2004) and the No Child Left Behind Act of 2001 (NCLB, 2002), education leaders and policy makers need to be aware of the correlation between stronger administrative support and special education teacher self-efficacy (Thornton, Peltier, & Medina, 2007). Research shows that one of the most important administrative tasks is to demonstrate an understanding of the special education teachers’ role (Otto & Arnold). Given the consistent positive impact of teacher self-efficacy, it is imperative to identify constructs that increase perceived self-efficacy or that act in concert with self-efficacy to obtain positive results (Nir & Kranot, 2006). This paper examines the construct of administrative support as a factor in the self-efficacy of special education teachers by focusing on the relation between special education teachers and building-level administrators of special education. This type research is needed in order to provide building-level administrators in this central Virginia school system with definitive leadership strategies to use in their efforts to support special education teachers. Recommendations for future research are offered.

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22

McNamara, Karen. « Special education understandings of prospective teachers ». Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279976.

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The purpose of the present study was to explore the broad query of prospective teachers' understandings about special education. The study, which employed qualitative methods, involved two undergraduate prospective teachers as participants. Both participants were engaged in an initial field experience as part of their elementary teacher preparation program. The study was designed to gain a sense of the ways in which the prospective teachers describe special education. Additionally, particular disability categories and inclusion were considered as part of the study. The participants both anticipate having students with special needs in their respective future classrooms. Several intriguing findings and implications resulted from addressing the two research questions, which examined the special education understandings of prospective teachers. The study was intended to contribute to the knowledge base of special education understandings and extend the existing valuable body of work in the area of teacher beliefs.

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23

Veatch, Julie M. « The impact of new teacher induction programs on feelings of burnout of special education teachers ». Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/148.

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24

Garrick, E. Renee Morreau Lanny E. « Role perceptions held by parents and teachers in early childhood special education programs ». Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323733.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 10, 2006. Dissertation Committee: Lanny Morreau (chair), Jeffrey B. Hecht, Maribeth N. Lartz, Jeanne B. Morris, William C. Rau, Keith E. Stearns. Includes bibliographical references (leaves 169-186) and abstract. Also available in print.

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Mandrell, Christy Dee. « Teacher effectiveness in special education / ». View online, 1986. http://repository.eiu.edu/theses/docs/32211998880884.pdf.

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26

Wilt, Mary E. « Becoming a Teacher in Multiple Voices : An Exploration of Teacher Identity Formation Among Teachers of Students with Autism Spectrum Disorder ». Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4614.

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The purpose of this study was to explore the formation of teacher identity among four teachers of students with autism spectrum disorder (ASD) and my own by examining our perspectives, influences, and experiences at different points in our careers and determining the similarities and differences that exist in our professional and educational experiences. This study focused on how teacher identity is defined within the field of education, the current literature on teacher identity formation, and the importance of understanding the formation of teacher identity among teachers of children with autism, as well as how my own teacher identity has been formed. Throughout my research, I specifically emphasized the relationships between formation of teacher identity and teachers' experiences in and out of the classroom, the transformation or evolution teachers' identities during their careers, and the characteristics and experiences that specifically distinguish teachers of children with autism from other teachers. These main themes were guided by the concept that teacher identity is not only initially formed, but is a constantly evolving and complex process that is affected by teachers' experiences, interactions, influences, and personal and professional growth. Through purposeful sampling, four teachers of children with autism in self-contained elementary classrooms within public schools were chosen to participate in this study. Data collection consisted of semi-structured interactive interviews, critical friends' sessions, and the creation of three artifacts by each participant. Artifacts for this study aided the participants in giving a more holistic view of their identities as teachers of children with autism. Artifacts consisted of teacher self-portraits with reflective prompts, buckets of their experiences with detailed explanations, and, photo journaling. Critical friends' sessions were utilized as a setting to reflect on and discuss each participant's artifacts. Both the critical friends' sessions and the creation of artifacts were based on the work on Samaras' (2011) self-study concept. During analysis, data were coded and categorized based on themes, topics, and key-words-in-context derived from a codebook created for this study. Max QDA, qualitative data analysis software, was utilized to code written data, pictures of the artifacts, and the multi-media critical friends' sessions. Codes were then merged and overall themes, similarities, and differences among participants were noted. Narrative inquiry, self-study, and autoethnography were utilized to tell the stories of each of the participant as well as to juxtapose my own story with theirs. Findings indicated that these four teachers, like myself, have had similar experiences teaching children with autism, which are in some cases vastly different than the experiences of their colleagues who do not work with this population of students. The findings further indicate that these teachers were all attracted to this specific field because of their home and educational backgrounds. Overall teacher identity was created and transformed through a combination of life events and memorable moments in their teaching careers. Implications of this study include the need for teacher learning communities for teachers of children with autism, support, and communication among veteran teachers of children with autism with the beginning teachers in the same field, and the need for teacher reflection when working in a position needing the utmost commitment and dedication. Narrative inquiry, the act of storytelling, will offer teachers, who may be struggling, the opportunity to compare their own experiences and find support through stories of teachers who have similar teacher identity formation experiences.

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Banks, Amanda Brooks. « Preparing K-12 Educators to Teach Students with Disabilities ». Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83802.

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My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review of 23 empirical studies published over the last two decades, addressing how traditional teacher preparation programs prepared preservice educators to learn about teaching students with disabilities in inclusive settings. A conceptual model was developed to synthesize the findings. Better outcomes in dispositions, knowledge, and skills were associated with preservice educators placements in inclusive classrooms where supportive supervising teachers modeled effective collaboration and provided opportunities for developing specific teaching skills. Although student disability type and teacher education program type are not directly related to preparation, researchers suggest that they mediate preservice educators' dispositions. The second manuscript examines the demographic, preparation, and school poverty level of a nationally representative sample of 51,340 early career special educators and the extent to which more and less preparation predicted their perceived preparedness for eight instructional practices. Data analyses included descriptive statistics, cross tabulations, and multiple linear regression. Findings indicated that more preparation significantly predicted educators' feelings of preparedness as they began teaching. The majority of educators with more preparation entered teaching through traditional routes while those who were less prepared tended to enter through alternative routes. Additionally, the majority of all educators felt least prepared to use student data to inform instruction and most prepared to differentiate instruction. Implications for education policy, teacher preparation, and future research are considered in both manuscripts.
Ph. D.

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Hogan, Kathleen Ann. « Alternative Certification : A Comparison of Factors Affecting the Motivations of General and Special Educators ». Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30467/.

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This study was developed to examine the motivations of individuals who chose alternative routes to teacher certification and what they believe were the strengths and weaknesses of their alternative certification preparation (ACP). Data accrued from this study were based on a 55-item online survey and participant information from an online focus group. The study compared the differences between general and special educators in regards to the motivating factors affecting the decision to become a teacher, remain a teacher, and in choosing a non-university-based ACP, as well as the perceived strengths and weaknesses of the ACP. The results from the survey suggest there are differences in the motivating factors affecting general and special educator's decision to become a teacher and to remain a teacher. Additional survey results suggest there are no differences in the reason these two groups chose a non-university-based ACP. The results of the survey and the online focus group were comparable for these two groups. The remainder of this dissertation includes a review of literature related to teacher shortages and teacher preparation including alternative certification. Additionally, information on the results and analysis of the study are discussed, as well as recommendations for future research.

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Jacobs, Jodee Elizabeth. « Secondary Special Education Teachers and Transition Specialists| Collaborative Efforts ». Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602670.

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This 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.

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Schiller, Marjorie Ann. « An interpretive study of teacher change during staff development with teachers of special education ». Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185324.

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Although there is a current movement in regular education to develop skills in the teaching of art, art education has been largely ignored in special education. Discipline-based art education (DBAE) is a current model in art education that encourages continuous, sequential, content lessons in art. Art methologies, including a new emphasis on language skills, could be a powerful resource for special education teachers. A growing body of research on staff development suggests that procedures affecting teacher change include attending to teacher attitudes, using collaborative planning procedures, including follow-up coaching sessions, and delineating voluntary participation. In contrast, little research has been done to examine the change process during staff development concerning the relationships among practice, attitudes, and knowledge. The main focus of this study was to examine the process of change during staff development in art education with special education teachers. Seven teachers of special education were voluntary participants in a staff development program that addressed content and methodology in DBAE. The researcher served as the staff developer and in-classroom coach. Data concerning the teachers' practice, attitudes, and knowledge were collected by methods of video and audio tapes of classroom observations and coaching, prestudy and poststudy structured interviews, and attitude surveys. Data analyses were constructed addressing both individual teachers and the relationships between teachers in an effort to better understand the process of change during staff development. It was found that all of the participating teachers changed in a positive direction regarding the use of DBAE methods in their classrooms. These changes were evident on the attitude surveys, observation and coaching sessions, and when comparing prestudy and poststudy interviews. They involved the interaction of practice, attitudes, and knowledge. Those teachers who possessed a less sophisticated level of knowledge about art education prior to the study appeared to change at a greater rate than those with strong personal convictions. The findings suggest the importance of attending to attitudes, knowledge, and practice during staff development. The study provides a greater understanding of staff development in DBAE.

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31

Hale, Kimberly D. « Beginning Teachers Need Your Support : A “How to” Guide ». Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/7036.

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32

Ketron, Shannon M. « An Examination of Career Persistence Among Special Education Teachers in Cross-Categorical Settings ». University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179495310.

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33

Newton, Norrisa. « Examining Attrition Among Bahamian Special Education Teachers and Implications for Special Education Reform ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5508.

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Increasing levels of teacher attrition in special education within Bahamian public schools are preventing students with learning disabilities from achieving their learning goals within inclusive classroom settings. Addressing factors that influence attrition is vital to enhance the quality of education and the efficacy of educators while supporting positive social change. The purpose of this general qualitative study was to ascertain why Bahamian educators leave special education. This was achieved by exploring the influencing factors that have incited the decisions of public special education teachers within The Bahamas to resign or request premature retirement from the teaching profession, as well as how job satisfaction influences teacher retention within The Bahamas' public education system. Twelve Bahamian public educators (8 former special educators, 3 current reading specialists, and 1 current resource teacher) from a major city were randomly selected to participate in semistructured interviews. Data were analyzed via open coding. Job satisfaction, social cognitive, and social cognitive career theories were used as a lens through which to understand educators' career decisions. Findings revealed that Bahamian educators leave special education due to (a) lack of specialized training, (b) lack of administrative support, and (c) burnout. Contrary to existing literature, findings revealed that poor student behavior does not significantly influence attrition among educators, and a love for children does not significantly motivate teachers to remain. Mentoring and induction programs were cited as ineffective means of teacher retention. Educators are more likely to stay when they feel valued, appreciated, supported, and respected by administrators, colleagues, and parents.

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Bubnys, Remigijus. « REFLECTIVE LEARNING AS AN EDUCATIONAL PHENOMENON IN TRAINING OF SPECIAL EDUCATION TEACHERS AT HIGHER EDUCATION SCHOOL ». Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090828_134512-98937.

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The dissertation substantiates reflective learning as the conception and continuous education process. The application of the conception of mixed methods created possibilities to diagnose, to reflect and to point out models of reflection applied by future special education teachers during theoretical and practical studies as well as the factors influencing students’ self-reflection and their reflection on their activity and studies. The qualitative research was carried out by analysing unstructured written reflections presented by students, by applying the method of phenomenological hermeneutics to process the data. It was identified what internal and external as well as of what level factors make the strongest and the weakest impact upon the efficiency of reflective learning of students – special education teachers. The quantitative research disclosed general tendencies of students’ reflective learning at theoretical and practical studies by supplementing it with the results of the quantitative research. The significance of theoretical preparation was substantiated by the decrease of the fragmentation and inconsistence of applied methods of reflective learning. The latent structure of reflective learning was revealed, the model of reflective learning at university studies, based on theoretical and empirical data, was designed. The dimensions of the model should be treated in trends when improving the training and development process of special education teachers, modelling... [to full text]
Disertacijoje pagrindžiamas reflektyvus mokymasis kaip koncepcija ir tęstinis edukacinis procesas, transformatyvus ir įgalinantis studentus integruoti teoriją ir praktiką universitetinėse studijose. Mišrių metodų koncepcijos taikymas sudarė galimybes diagnozuoti, reflektuoti ir išryškinti būsimų specialiųjų pedagogų naudojamus reflektavimo modelius teorinių ir praktinių studijų metu bei veiksnius, darančius poveikį studentų savirefleksijai ir refleksijai apie veiklą bei studijas. Atliktas kokybinės edukacinės diagnostikos tyrimas, analizuojant studentų pateiktas nestruktūruotas refleksijas raštu, taikant fenomenologinės hermeneutikos duomenų apdorojimo metodą. Nustatyta, kokie išoriniai ir vidiniai bei kokio lygmens veiksniai daro stipriausią ir menkiausią įtaką studentų specialiųjų pedagogų reflektyvaus mokymosi veiksmingumui. Kiekybiniu tyrimu (apklausa raštu, naudojant uždaro tipo klausimyną), išryškintos bendrosios studentų reflektyvaus mokymosi tendencijos teorinėse ir praktinėse studijose, papildant kokybinio tyrimo rezultatus. Pagrįstas teorinio pasirengimo prasmingumas, mažinant taikomų reflektyvaus mokymosi metodų fragmentaciją ir nenuoseklumą. Atskleista reflektyvaus mokymosi latentinė struktūra, parengtas teoriniais ir empiriniais duomenimis grįstas universitetinių studijų reflektyvaus mokymosi modelis. Modelio dimensijos, traktuotinos kryptimis tobulinant specialiųjų pedagogų rengimo ir ugdymo procesą, modeliuojant profesinio ugdymo curriculum aukštojoje mokykloje... [toliau žr. visą tekstą]

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Cavin, 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.

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Charley, Carmen Yvette. « General Education and Special Education Teachers' Attitudes Toward Inclusion ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/458.

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Educational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers' attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and if levels of self-efficacy (overall and 3 subscales), gender, education level, teacher type, and grade level taught were predictors of Teachers' Attitudes Toward Inclusion. The theoretical framework for this cross-sectional study was Bandura's theory of self-efficacy. The sample consisted of 118 elementary and middle school teachers in a rural district in South Carolina. Data were collected using an online survey, and a 2-way ANOVA and multiple regression were conducted to answer the research questions. Results indicated that special education teachers' attitudes towards inclusion were significantly more positive than those of general education teachers and that teacher type and the 3 self-efficacy subscales were predictors of Teachers' Attitudes Toward Inclusion. For each, higher levels of self-efficacy were associated with more positive attitudes toward inclusion. Social change may be achieved if school district administrators implement teacher training to improve teacher self-efficacy regarding inclusive practices. By doing so, teachers might increase their appropriate use of inclusive strategies, which might ultimately improve student outcomes.

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Blaisdell, Alfred. « Special Education Teachers' Perceptions of Self-Efficacy ». Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929973.

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This 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.

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Simone, 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.

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Hippler, Brooke Jenkins. « Self-management by beginning special education teachers / ». The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501406811.

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Henshaw, Cynthia. « A study of reading achievement gains in classes of special education teachers using the Beginning Teacher Assistance Program indicators of competence ». W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618330.

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In Virginia, the State Board of Education has specified fourteen areas in which every teacher who is granted a Collegiate Professional Certificate must be competent and has established the Virginia Beginning Teacher Assistance Program (BTAP) for the purpose of assessing the competence of beginning teachers. The basis of BTAP is a "set of measurable or observable indicators through which beginning teachers can demonstrate their competence in each competency area specified by the Board of Education." In studies of teacher effectiveness in regular education, these competency areas have been consistently related to increased student achievement. Few studies in special education have sought to demonstrate that these competency areas relate to increased achievement for handicapped students. The purpose of this study was to validate the BTAP indicators of competence for special education teachers. Classroom observation data on teaching behavior of subjects and reading achievement data on mildly handicapped students in subjects' classes were collected. Data were analyzed for relationships between teaching behaviors of subjects and reading achievement of students.

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Mims, Pamela J., James Fox et A. Baxter. « Teacher Support Program : Reducing Special Education Teacher Attrition in Rural Settings ». Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/177.

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Langford, Megan Sue. « A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs ». BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2859.

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The purpose of this study was to conduct a content and component analysis of evaluation instruments used to evaluate preservice teacher performance by special education teacher preparation programs. Direct observation (DO) and summative evaluation (SE) forms were collected from a random sample of Special Education teacher preparation programs that are recognized by the Council for Exceptional Children (CEC). The forms were then coded for content and components based on predetermined categories to identify similarities and differences. Variances among the DO and SE forms indicated possible methods for evaluating preservice teacher knowledge, skills, and dispositions.

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Marks, Lori J. « Lessons in Caring in Teacher Education ». Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/3526.

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Hendricks, 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/.

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McKinley, Lori A. « Educational accommodations adopted by general and special education teachers for students with attention deficit-hyperactivity disorder / ». free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115570.

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Liessmann, Christina Laverne. « The influence of teacher characteristics, affective responses, teacher qualifications, and the work environment on the attrition rate of emergency-licensed special education teachers : a mixed methods study / ». abstract and full text PDF (free order & ; download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3276958.

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Thesis (Ph. D.)--University of Nevada, Reno, 2007.
"May, 2007." Includes bibliographical references (leaves 119-126). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.

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Ghosh, Rajlakshmi. « PRESERVICE SPECIAL EDUCATION TEACHERS' UNDERSTANDINGS, ENACTMENTS, VIEWS, AND PLANS FOR SCIENTIFIC INQUIRY : ISSUES AND HOPES ». Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1444401370.

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Heady, 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.

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Sun, Chao. « Attitudes of chinese preschool teachers towards inclusion of students with special needs in relation to teacher self-efficacy and school climate ». Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/35.

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The purposes of the study were to (1) describe the demographic characteristics of regular preschool teachers in Shanghai, China along with their levels of self-efficacy and attitudes towards inclusion, and (2) determine whether school climate moderates the association between teachers’ self-efficacy and attitudes towards inclusion. An online survey was completed by 816 preschool teachers in Shanghai who responded to items regarding their demographic characteristics, self-efficacy towards inclusion, perception of school climate and attitude towards inclusion. Bandura (1995)’s theory of self-efficacy provides the theoretical framework. Results of the study indicate that: 1) regular preschool teachers in Shanghai are young and well-educated, 2) regular preschool teachers in Shanghai exhibit high self-efficacy levels towards inclusion, 3) attitudes of regular preschool teachers towards inclusion in Shanghai are generally positive but mixed with concerns, 4) regular preschool teachers’ perceptions of school climate in Shanghai are positive which indicates favorable environmental conditions to implement inclusion, 5) higher self-efficacy levels among preschool teachers in Shanghai are related with more positive teachers’ attitudes towards inclusion and 6) more positive teachers’ perceptions of school climate are associated with more positive teachers’ attitudes towards inclusion. The association between teacher self-efficacy and attitude towards inclusion was not found to be moderated by school climate. However, school climate was found to not only have a direct effect, but also an indirect effect on attitude towards inclusion through teacher self-efficacy (the mediating variable). The Chinese government and education administration are encouraged to enact policies and practices that promote the creation of positive school climate and enhance teachers’ self-efficacy levels as this correlational study suggests that both school climate and teacher self-efficacy may impact teacher attitude. Improved attitudes may then lead preschool teachers to utilize inclusive practices potentially benefiting students in Chinese early childhood education settings. Suggestions for further study and limitations of the study are discussed.

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Cunningham, Kimberly Alaine. « Special Education Teachers' Perspectives Regarding Needed Support to Retain Special Educators ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7222.

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School leaders across the United States have documented a shortage of special education teachers, and special educators are leaving the field at double the rate of their general education peers. Researchers have indicated that this shortage is due to inadequate training and education, work load, and lack of administrative support. However, it is unclear what supports are needed to increase retention rates of special educators. This qualitative case study was designed to explore the perspectives of special educators regarding supports needed to improve special education retention rates in relation to the job characteristic theory and teachers' reasons for staying in the literature. Purposeful sampling was used to select 15 special education teachers with resource or self-contained teaching experience from 3 public schools of varying levels in 1 school district. Data were collected through semi structured interviews and open and a priori coding were used to develop themes. Key results from the study extended current knowledge related to the job characteristics framework of social support, autonomy, feedback, task significance and interdependence. The participants identified specific supports needed as additional time for tasks, awareness and understanding from colleagues, provision of peer mentors and peer observations, specific and meaningful assistance from administrators regarding behavioral issues and feedback regarding work performance. All participants reported remaining in the field because they enjoyed helping students succeed. The recommendations provided in this study might be used by school leaders to make informed decisions to retain special educators. Improving retention rates of special educators could save school districts money on new hires while increasing the number of highly qualified special educators needed to meet the needs of students with disabilities.

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