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A Phenomenological Study Of The Lived Experiences Of Mainstream Classroom Teachers And Overly Active, Distracted Students, Elizabeth I. Minney
A Phenomenological Study Of The Lived Experiences Of Mainstream Classroom Teachers And Overly Active, Distracted Students, Elizabeth I. Minney
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to explore those lived experiences that predispose some mainstream elementary teachers to initially modify in-classroom instruction to meet the needs of their overly active, distracted students before referring them for an ADHD evaluation. Bandura’s (1977) social learning theory was the lens through which this study was examined. In essence, social learning theory suggests that individuals learn what they know and how they should act through formal and informal interactions with others. The central research question around which this study revolved was: What are the lived experiences of mainstream classroom teachers who prefer …
Teachers’ Experiences With Providing Multi-Tiered Student Support For Students With Borderline Intellectual Functioning: A Qualitative Case Study, Teresa Davis Kelso
Teachers’ Experiences With Providing Multi-Tiered Student Support For Students With Borderline Intellectual Functioning: A Qualitative Case Study, Teresa Davis Kelso
Doctoral Dissertations and Projects
The purpose of this qualitative case study is to understand the obstacles that rural public school teachers encounter while delivering Multi-Tiered Student Support interventions for students with borderline intellectual functioning. The central question guiding this study was: What are the experiences of rural South Carolina public school teachers tasked with providing Tier III interventions for students with borderline intellectual functioning? The theory guiding this study was Bandera’s self-efficacy theory in that teachers are more effective when they are confident in their ability to use appropriate strategies and materials. The setting for the qualitative study was in a small rural district …
Predictive Correlation Between Teacher Self-Efficacy Factors In Literacy And Preparedness To Teach Morphology, Angelique M. Tomlinson
Predictive Correlation Between Teacher Self-Efficacy Factors In Literacy And Preparedness To Teach Morphology, Angelique M. Tomlinson
Doctoral Dissertations and Projects
The purpose of this quantitative predictive correlation study was to examine the relationship between teacher self-efficacy factors in literacy and teacher preparedness in teaching morphology in elementary classrooms. Results from this study have the potential of determining needed instructional changes at both the teacher training and elementary school levels. One hundred fifteen respondants came from elementary teachers in three school districts across the Tennessee Valley, although only 69 participants completed the survey in its entirety. The Teacher Sense of Efficacy in Literacy Instruction (TSELI), with demographic questions on education level, teacher position, and completion of Language Essentials for Teachers of …