Education Commons^™

Teacher Perceptions And Experiences With Self-Regulation Strategies In General Education Classrooms, Sofia Flores-Perez

Dissertations

General education teachers are now serving students with both special education needs and regular education students within a general education environment. Inclusionary practices are increasingly becoming common practice. However, teacher prep-programs concentrate on lesson planning and not enough training is emphasized on classroom management or behavior/academic intervention strategies. There is a dearth of qualitative studies gaining teachers perspectives on this phenomenon. This qualitative study will seek to gain insight about teachers' experiences, perspectives, and practices regarding implementation of self-regulation strategies within a general education setting. the research questions will gain insight on what strategies could look like in a general …

Trauma-Focused Cognitive Behavioral Therapy With A Teacher Component: Outcomes Examined In A School Setting, Kelly Marie Holmes

Dissertations

Trauma exposure among youth is common and can result in long-term social-emotional, behavioral, and academic problems (Finkelhor, Turner, Hamby, & Ormrod, 2011; Kronenberg et al., 2010). Fortunately, there are interventions that can ameliorate these problems. In particular, trauma-focused, interventions are effective in reducing trauma related symptomatology and problems among youth (Cary & McMillen, 2012). Trauma exposure among youth is common and can result in long-term social-emotional, behavioral, and academic problems (Finkelhor, Turner, Hamby, & Ormrod, 2011). Additionally, most youth receive mental health services in schools (Green et al., 2013). Fortunately, there are school-based, trauma-focused interventions that have been found to …

Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan

Dissertations

The No Child Left Behind Act of 2001 has brought accountability to the world of education. The Act’s purpose was to bring a standards-based educational reform process nationally by establishing measurable goals and high academic standards for students and teachers. The mandate to the states from the federal government specified that each state set up incremental assessments of all children, and schools have responded with significant efforts to improve student outcomes. One factor, teacher-to-teacher trust levels, has been shown through research (Bryk & Schneider, 1996) to improve professional working environments and student learning.

This was a comparison study of teacher-to-teacher …