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The Influence Of The "Emotionally Disturbed" Classroom Label On General Education Teachers' Sense Of Efficacy, Giovanna Perricone
The Influence Of The "Emotionally Disturbed" Classroom Label On General Education Teachers' Sense Of Efficacy, Giovanna Perricone
Scripps Senior Theses
Students identified as “emotionally disturbed” face resistance to inclusion in classrooms with typically-developing peers on the part of the general education teachers. This study aims to address whether the classroom label of “emotionally disturbed” affects teacher efficacy and whether this relationship is moderated by the amount of applied inclusion training a teacher has received. General education teachers will read identical case studies of a student who either spends some of his school day in an “Emotionally Disturbed Class” or a “Self-Regulation Skills Class.” They will complete a measure of student-specific teacher efficacy and then report how many hours of inclusion …
Landscapes To Learnscapes: Exploring Schoolyard-Based Education, Emily I. Palena, Caroline T. Spurgin
Landscapes To Learnscapes: Exploring Schoolyard-Based Education, Emily I. Palena, Caroline T. Spurgin
Pitzer Senior Theses
This thesis explores schoolyard-based education as a viable and necessary method for rectifying the shortcomings within the American public school system and the Nature-deficit Disorder epidemic. We argue that schoolyard-based education should be fully integrated into the school system, not in the sole form of popularized school gardens, but as a standard teaching method. We show this using extensive research and a case study of three elementary schools in Claremont, California.