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An Exploration Of The Lived Experiences Of Special Education Teachers Engaged In Mentoring Programs For Novice Teachers, Donna M. Sowerby
An Exploration Of The Lived Experiences Of Special Education Teachers Engaged In Mentoring Programs For Novice Teachers, Donna M. Sowerby
Walden Dissertations and Doctoral Studies
Abstract Beginning special education teachers often leave the field within the first 3–5 years of employment. There is ample research available on mentoring programs for beginning teachers. However, limited research exists on mentoring programs for beginning special education teachers. The purpose of this qualitative study was to explore the lived experiences of novice special education teachers in urban schools to broaden the current understanding regarding their perceptions of mentoring. Self-determination theory was the conceptual framework for examining the mentoring relationships and the participants’ perceptions. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposeful sample of 10 novice …
High School Special Educators’ Perceptions Of The Transition Planning Process To Prepare Students With Disabilities For Postsecondary Life, Anne M. Bell
Walden Dissertations and Doctoral Studies
AbstractStudents with disabilities in the United States continue to encounter less than favorable success in employment and education after high school. Only 35% of students with disabilities graduating from high school have workforce skills. The purpose of this basic qualitative study was to investigate high school special educators’ perceptions of the transition planning process for students with disabilities in preparation for postsecondary life. The conceptual framework was Schlossberg’s transition theory and Kohler’s taxonomy for transition programming 2.0 model. The research questions focused on the types of transition planning practices that are currently being used by high school special education teachers …
An Exploration Of The Lived Experiences Of Special Education Teachers Engaged In Mentoring Programs For Novice Teachers, Donna M. Sowerby
An Exploration Of The Lived Experiences Of Special Education Teachers Engaged In Mentoring Programs For Novice Teachers, Donna M. Sowerby
Walden Dissertations and Doctoral Studies
Abstract Beginning special education teachers often leave the field within the first 3–5 years of employment. There is ample research available on mentoring programs for beginning teachers. However, limited research exists on mentoring programs for beginning special education teachers. The purpose of this qualitative study was to explore the lived experiences of novice special education teachers in urban schools to broaden the current understanding regarding their perceptions of mentoring. Self-determination theory was the conceptual framework for examining the mentoring relationships and the participants’ perceptions. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposeful sample of 10 novice …