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Articles 1 - 20 of 20
Full-Text Articles in Education
A Phenomenological Study Of The Lived Experience Of Parents Whose Child Has A Disability And Attends An Online School, M.K. Shires
A Phenomenological Study Of The Lived Experience Of Parents Whose Child Has A Disability And Attends An Online School, M.K. Shires
Doctoral Dissertations and Projects
The purpose of this hermeneutical phenomenological study was to describe the lived experience of parents whose child has a disability and attends an online K-12 school. The theory that guided this study is Ryan and Deci’s self-determination theory. This theory posits three universal psychological needs that promote or erode individual growth and well-being. The satisfaction or frustration of parents’ psychological needs and their impact on their parenting have guided this study’s research questions, interview questions, and data analysis. In-depth interviews, journal prompts, and focus groups were conducted with 12 parents whose child has a disability and attends a full-time online …
Recommendations To Improve Social-Emotional Learning For Students With Disabilities At The Virginia School For The Deaf And The Blind In Virginia, Rebecca J. White
Recommendations To Improve Social-Emotional Learning For Students With Disabilities At The Virginia School For The Deaf And The Blind In Virginia, Rebecca J. White
Doctoral Dissertations and Projects
The purpose of this study is to provide recommendations to improve social-emotional learning for students with disabilities at The Virginia School for the Deaf and the Blind in Virginia. The problem is that social-emotional learning practices need improving since 80% of teachers at The Virginia School for the Deaf and the Blind reported a lack of social and emotional skills in students on the yearly Needs Assessment Survey (The Virginia School for the Deaf and the Blind Needs Assessment Survey, 2022). The rationale for this research is the importance of improving the development of social-emotional skills in students with disabilities. …
Understanding The Learning Experiences And Attitudes Related To The Academic Performance And Success Of High School Students With Disabilities: A Phenomenological Study, Delavar Basha
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to understand the academic performance and progress of students with disabilities at a high school in the Northeastern United States. The theory guiding this study was Maslow’s hierarchy of needs since it captures the benefits of meeting all learners’ fundamental and unique set of needs to motivate them to self-actualize or realize their full potential. A transcendental phenomenology method was used for this study. Twelve students with disabilities served as participants, and data were collected through interviews, a focus group, and an open-ended questionnaire. The study utilized qualitative data analysis techniques to gain …
The Causal-Comparative Analysis Of Academic Performance Of High School Students With And Without Disabilities In The Face-To-Face And Online Educational Settings, Marina V. Clayton
The Causal-Comparative Analysis Of Academic Performance Of High School Students With And Without Disabilities In The Face-To-Face And Online Educational Settings, Marina V. Clayton
Doctoral Dissertations and Projects
The purpose of this non-experimental causal-comparative study was to determine whether there is a statistically significant difference in the academic performance of high school students with and without disabilities who received math instructions in face-to-face and online educational settings during the 2020-2021 school year. During that year, educational establishments worldwide transitioned from traditional face-to-face to online delivery mode, complying with the social distancing requirements due to the COVID-19 pandemics. The current study employed a convenience sample that consisted of 588 high school students from Georgia. Participants took the Georgia Milestones End-of-Course Test in Algebra I in the spring of 2021 …
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. …
Examining The Predictive Relationship Between Map Reading Scores And Instructional Setting Among Students With Disabilities, Erika Renee' Simpson
Examining The Predictive Relationship Between Map Reading Scores And Instructional Setting Among Students With Disabilities, Erika Renee' Simpson
Doctoral Dissertations and Projects
The purpose of this quantitative, correlational study was to examine if the English instructional setting and special education disability predict the reading achievement of middle school students with disabilities. The findings of this study are useful in determining the effectiveness of inclusion in the English general education classroom for students with specific learning disability (SLD), attention-deficit hyperactivity disorder (ADHD), and speech and language impairment (SLI). The 116 participants of this study are middle school students enrolled in a public middle school in Georgia. All participants received special education services through the implementation of an Individual Education Plan (IEP). Archival data …
Perspectives Of Students’ Personal Disability Awareness Impacting Transitions: A Phenomenological Study, Joshua S. Crandell
Perspectives Of Students’ Personal Disability Awareness Impacting Transitions: A Phenomenological Study, Joshua S. Crandell
Doctoral Dissertations and Projects
Students with disabilities (SWD) struggle with achieving positive postsecondary outcomes in training or schooling, employment, and independence. SWD’s transition plans should prepare them for these subsequent phases, but SWD are not finding that success. The purpose of this transcendental phenomenological study was to describe the lived experiences of students with a personal disability awareness as they transition from high school. The central research question for this study was: What are the lived experiences of postsecondary students with a personal disability awareness as they transition from high school? The study used a transcendental phenomenological approach through interviews, focus groups, and journal …
A Transcendental Phenomenological Study Regarding Teachers' Attitudes And Efficacy Toward Students With Disabilities In An Inclusion Classroom Environment, Kimberly Lovett Edwards
A Transcendental Phenomenological Study Regarding Teachers' Attitudes And Efficacy Toward Students With Disabilities In An Inclusion Classroom Environment, Kimberly Lovett Edwards
Doctoral Dissertations and Projects
The purpose of this qualitative transcendental phenomenological study was to understand elementary-level general education teachers’ attitudes and efficacy regarding teaching students with disabilities in an inclusion classroom environment. Bandura’s self-efficacy theory guided this study of teachers’ relationships with their attitudes and efficacy levels with educating students with disabilities in the inclusion classroom environment. The research questions addressed the teachers’ attitudes toward the inclusion of students with disabilities in the inclusion classroom environment. Ten teachers from local elementary public schools participated in individual interviews, and 4 engaged in a focus group interview. The individual and focus interviews were recorded, digitally transcribed …
The Texas Reading Academies And The Experiences Of Teachers Who Instruct Students With Disabilities: A Phenomenological Study, Suzanne S. Jones
The Texas Reading Academies And The Experiences Of Teachers Who Instruct Students With Disabilities: A Phenomenological Study, Suzanne S. Jones
Doctoral Dissertations and Projects
To build today's students' reading skills, teachers must know effective instructional reading practices. Therefore, the purpose of this transcendental phenomenological study was to understand the experiences with learning and incorporating the elements of the Texas Reading Academies with a focus on language comprehension by teachers who instruct students with disabilities in Texas. The Texas Reading Academies' goal is to provide teachers with reading instructional practices grounded in the science of reading. The theory guiding this study was Malcolm Knowles' adult learning theory, with the central research question asking what the experiences of teachers who instruct students with disabilities were with …
Perceptions Regarding Reading Comprehension And Self-Efficacy In Students With Autism Spectrum Disorder: An Embedded-Multiple Case Study, Kevin Charles Hogge
Perceptions Regarding Reading Comprehension And Self-Efficacy In Students With Autism Spectrum Disorder: An Embedded-Multiple Case Study, Kevin Charles Hogge
Doctoral Dissertations and Projects
The purpose of this embedded multiple case study was to explore perceptions of reading comprehension interventions in students with autism spectrum disorder (ASD) at public schools within the Commonwealth of Virginia and to discover common themes and strategies that help students with ASD. The sample pool consisted of approximately 62 students. The sample size included nine participants chosen through a purposeful sampling method relying on a maximum variation procedure. The research question focused on the lived experiences of students with ASD and their perceptions regarding reading comprehension and self-efficacy. The theory guiding this study was Bandura’s theory of self-efficacy; that …
The Relationship Between Pbis When Practiced With Fidelity And Students With Disabilities’ Academic Achievement Outcomes As Measured On The Georgia Milestones Assessment In Grades Three Through Seven, Tammy A. Hatton
Doctoral Dissertations and Projects
PBIS was designed to be a framework, not a curriculum or one size fits all plan, to address the behavioral and academic needs of students with disabilities. PBIS has deep roots in behaviorism theory mirroring many aspects of Applied Behavior Analysis. The PBIS framework embraces concepts from E. L. Thorndike’s, Law of Effect and B. F. Skinner’s, Operant Conditioning to teach the behaviors necessary to ensure high-quality, uninterrupted classroom instruction. This research study is important to any school system or administration that have students with disabilities and face classroom behavioral issues that interfere with classroom instruction. The purpose of this …
Current State Of Inclusion Education: A Cross-State Analysis Of Compliance, Teacher Certification, And Students With Disabilities Academic Outcomes, Emily Rose Winters
Current State Of Inclusion Education: A Cross-State Analysis Of Compliance, Teacher Certification, And Students With Disabilities Academic Outcomes, Emily Rose Winters
Doctoral Dissertations and Projects
Since passage of the Individuals with Disabilities Education Act (IDEA) there has been a legal requirement to provide students with disabilities the most inclusive education possible (Winchell et al., 2018) while Every Student Succeeds Act of 2015 requires that education be delivered by highly qualified teachers. Despite this, there have been minimal parameters set by the federal government in relation to inclusion education implementation or what constitutes a highly qualified teacher leading to significant variance in state inclusion education methods (Westling, 2019) and requirements for initial teaching certification or licensure (United States Department of Education, 2019; Youngs et al., 2003). …
A Phenomenological Study Of The Shared Lived Experiences Of Students With Disabilities In Inclusion Classrooms, Michelle Lynette Brown
A Phenomenological Study Of The Shared Lived Experiences Of Students With Disabilities In Inclusion Classrooms, Michelle Lynette Brown
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the lived experience of inclusion for students with disabilities regarding the practice of inclusion at a rural middle school in Southwest Virginia. The theories guiding this study were Vygotsky’s sociocultural theory of cognitive development and Maslow’s hierarchy of needs. The central research question for the study was: What are the shared lived experiences of students with disabilities in an inclusion classroom? Other questions addressed social and academic experiences of students with disabilities in inclusion classrooms. The study took place in intermediate and middle schools in rural Southwest Virginia. Purposeful sampling …
The Relationship Between General Education Teachers' Expectations For Students With Disabilities And Academic Achievement, Emy Elizabeth Lorigan
The Relationship Between General Education Teachers' Expectations For Students With Disabilities And Academic Achievement, Emy Elizabeth Lorigan
Doctoral Dissertations and Projects
Beginning with the Education for All Handicapped Children Act of 1975 and continuing through the passage of No Child Left Behind Act in 2001 and the Every Student Succeeds Act of 2015, legislation has significantly impacted the quality of education for students with disabilities. Many improvements, including the right to a free and appropriate public education within their least restrictive environment, have aided the academic success of students with disabilities. However, with the introduction of high stakes testing there has been increased pressure to succeed placed upon both the students and the teachers. Beyond unrealistic academic expectations, other factors including …
Perceptions Of The Sources Of Self-Efficacy In Special Education Teachers Of Writing: A Phenomenological Study, Jennifer Marlene Ludtke
Perceptions Of The Sources Of Self-Efficacy In Special Education Teachers Of Writing: A Phenomenological Study, Jennifer Marlene Ludtke
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the perceptions of intermediate special education teachers regarding the factors that influence their self-efficacy toward teaching writing to students with disabilities. Students with learning disabilities rank at the bottom of national test scores for writing, resulting in a dire need for increased writing instruction (Institute of Education Sciences, 2011). Special education teachers may struggle to provide adequate writing instruction because of a lack of training, resources, support, or low self-efficacy (Graham, 2019; Hodges et al., 2019; Risko & Reid, 2019). Teacher self-efficacy influences student self-efficacy and positive student outcomes (Bandura, …
The Experiences Of Students With Disabilities: A Phenomenological Study Of Postsecondary Students In Ghana, Shadrack Agyekum
The Experiences Of Students With Disabilities: A Phenomenological Study Of Postsecondary Students In Ghana, Shadrack Agyekum
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to examine the lived experiences of students with disabilities at Golden Technical Institute (a pseudonym) in the eastern belt of Ghana. The theories guiding this study were Hosking’s critical disability theory and Tinto’s student persistence theory. This study sought to understand postsecondary students with disabilities’ social and academic experiences and institutional and personal factors that impact persistence. Transcendental phenomenological research approach was employed to understand how students with disabilities experience the phenomenon under the study. Purposive and snowball sampling methods were used to select participants. Twelve participants took part in this research. …
Book It, Bullies: Using Children's Literature To Address Bullying In The Classroom, Kamryn Gottier
Book It, Bullies: Using Children's Literature To Address Bullying In The Classroom, Kamryn Gottier
Senior Honors Theses
Bullying is an ever-present issue rampant in schools and society today. It is incredibly eye-opening to consider the striking rates, harmful effects, and possible coping mechanisms associated with bullying. When considering this heavy topic from an educator’s point of view, it is critical that children’s literature be discussed as a powerful weapon to combat bullying. Educators should utilize literature to address bullying and initiate discussions concerning this challenging subject within their classes; prepare their students for being in an inclusion classroom among peers with and without disabilities; inform their students about disabilities that some of their classmates may be diagnosed …
Comparing The Perceptions Of Inclusion Between General Education And Special Education Teachers, Debra Bruster
Comparing The Perceptions Of Inclusion Between General Education And Special Education Teachers, Debra Bruster
Doctoral Dissertations and Projects
This causal-comparative, quantitative study compared the perceptions of inclusion of students with disabilities in the mainstream classroom that are held by high school general education teachers and high school special education teachers that teach in inclusive settings. The study determined there is a difference between the perceptions of inclusive education between teachers with different teaching assignments. Special education teachers were clearly more positive than general education teachers about the inclusion of students with disabilities, the influence of students with disabilities on the general education classroom and its students, and the management of behavior in the inclusive classroom. There was no …
High School Teachers' Perceptions Of Inclusion, Carmen Wiggins
High School Teachers' Perceptions Of Inclusion, Carmen Wiggins
Doctoral Dissertations and Projects
With the reauthorization of No Child Left Behind, school systems must ensure students with disabilities receive instruction in general education classrooms. Implementing the inclusion model has been challenging for many school systems as the systems try to find ways to meet the needs of their diverse student populations. The purpose of this quantitative casual-comparative and correlational study is to identify high school teachers' perceptions of inclusion. One hundred seventy-three high school teachers from six school districts located in a southeastern metropolitan area completed a survey to allow the researcher to examine if a relationship existed between teachers' perceptions of inclusion …
Comparison Of The Effects Block And Traditional Schedules Have On The Number Of Students Who Are Proficient On The Biology End-Of-Course Test In Forty Public High Schools In The State Of North Carolina, Tonia Bonner
Doctoral Dissertations and Projects
This study examined the difference between the number of overall students, African-American students, and students with disabilities on a semester 4 x 4 block schedule who were proficient on the North Carolina Biology End-of-Course Test and the number of the same group of students on a traditional 45-50 minute yearlong schedule who were proficient on the NC Biology End-of-Course Test in the state of North Carolina during the 2009-2010 school year. A causal-comparative design was used and three null hypotheses were tested using chi-square analysis. Archival data was used. The results showed that there was a significant association between the …