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A Transcendental Phenomenological Study Of What Schools Can Do To Retain Lumbee Indian Students With Disabilities Through High School To Graduation, Telisha Daniell Locklear
A Transcendental Phenomenological Study Of What Schools Can Do To Retain Lumbee Indian Students With Disabilities Through High School To Graduation, Telisha Daniell Locklear
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to explore what schools can do to retain Lumbee Indian students with disabilities through high school to graduation. The theory guiding this phenomenological study was Maslow’s theory of human motivation. It relates to the motivation to satisfy a series of basic needs before individuals can meet their full potential. There were 12 special education teacher participants in this study who serve Lumbee Indian students. Data were collected through participant interviews, open letters, and focus groups. Data were analyzed thematically using the Van Kaam methodology. Five major themes emerged from the analyzed data. …
Describing The Lived Experiences Of K-12 Teachers Addressing The Unique Needs Of Black And Marginalized Twice-Exceptional Students: A Transcendental Phenomenological Study, Toyka-Eve Whitley
Describing The Lived Experiences Of K-12 Teachers Addressing The Unique Needs Of Black And Marginalized Twice-Exceptional Students: A Transcendental Phenomenological Study, Toyka-Eve Whitley
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the lived experiences of K-12 teachers addressing the unique needs of Black and marginalized twice-exceptional students in the United States. At this stage in the research, Black and marginalized twice-exceptional (2e) students are minority students that are gifted students that have a disability. The theory guiding this study was the teacher expectancy theory. This study was a transcendental phenomenological study. The study took place in the United States. Pseudonyms were used to protect the identities of the participants. The central research question asked, what are the lived experiences of teachers addressing …
Public Vocational School Teachers' Experiences And Perceived Self-Efficacy In Working With Students With Disabilities In An Inclusive Environment: A Phenomenological Inquiry Study, Amber Jean Caproni
Public Vocational School Teachers' Experiences And Perceived Self-Efficacy In Working With Students With Disabilities In An Inclusive Environment: A Phenomenological Inquiry Study, Amber Jean Caproni
Doctoral Dissertations and Projects
Full inclusion of students with disabilities within the general education classroom has been a longstanding goal of many school districts within the United States. Many studies have been conducted to understand what attributes are needed for successful inclusion with the evidence pointing to the need for teachers to have a strong sense of instructional self-efficacy when working with students with disabilities. Copious research concerning teachers’ experiences with inclusive education has been conducted across typical public-school settings; however, scant information is known about inclusive education experiences of general education teachers employed in vocational high schools. The purpose of this transcendental phenomenological …