The Effectiveness Of Online Learning Technologies In Zimbabwean Primary And Secondary Schools During The Covid-19 Pandemic (2020-2022), Kudakwashe Magwenzi

Electronic Theses, Projects, and Dissertations

ABSTRACT

Zimbabwe, a country with modest technological infrastructure and insufficient government support systems, was forced to switch to online instructions almost overnight as the COVID-19 pandemic raged on. This research investigates the effectiveness of learning technologies applied in Zimbabwean primary and secondary schools during the pandemic based on responses gathered from surveys and in-depth interviews with various stakeholders. This research was informed by the essences of constructivism and connectivism theories that say that optimal learning takes place through engagement, collaboration, and interaction and educational technologies potentially can foster effective learning by facilitating access to information, enabling peer interactions and utilization …

Factors Of Special Education Teacher Attrition Rates, Christopher Berry

Electronic Theses, Projects, and Dissertations

Special education teacher attrition rates negatively impact school districts, special education students, and parents. Replacing teachers is costly, inefficient, and leads to a constant turnover cycle that impacts student success. A quantitative research method was used to survey special education teachers in a large school district in southern California. Results indicated that administrative support was the most important factor teachers at both elementary and secondary settings reported,. Additionally, a comparison between novice and veteran teachers resulted in administrative support being the most important factor across all four categories. Future research should investigate using a mixed methodological design to gain a …

Educators’ Perspectives Regarding The Inclusion Of Students With Mild To Moderate Disabilities Into The General Education Classroom, Rebecca Lynn Parres

Electronic Theses, Projects, and Dissertations

ABSTRACT

This quantitative study examined the perspectives of educators related to the inclusion of students with mild to moderate disabilities in general education classrooms. General education teachers, special education providers (e.g. education specialists, speech pathologists, occupational and physical therapists, and school psychologists, etc.), and administrators were surveyed to obtain their perspectives regarding the inclusion of students with mild to moderate disabilities; into the general education classroom. The Inclusive School Program Survey (McLewesky, et al., 2012) was used with permission from James McLeskey who conducted similar research in 2001. The five-point Likert scale survey was utilized to obtain data from the …