Open Access. Powered by Scholars. Published by Universities.®
Special Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 5 of 5
Full-Text Articles in Special Education and Teaching
Describing The Lived Experiences Of K-12 Teachers Addressing The Unique Needs Of Black And Marginalized Twice-Exceptional Students: A Transcendental Phenomenological Study, Toyka-Eve Whitley
Describing The Lived Experiences Of K-12 Teachers Addressing The Unique Needs Of Black And Marginalized Twice-Exceptional Students: A Transcendental Phenomenological Study, Toyka-Eve Whitley
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the lived experiences of K-12 teachers addressing the unique needs of Black and marginalized twice-exceptional students in the United States. At this stage in the research, Black and marginalized twice-exceptional (2e) students are minority students that are gifted students that have a disability. The theory guiding this study was the teacher expectancy theory. This study was a transcendental phenomenological study. The study took place in the United States. Pseudonyms were used to protect the identities of the participants. The central research question asked, what are the lived experiences of teachers addressing …
The Lived Experiences Of General Education Teachers' Consultative Interactions With Special Education Team Members: A Transcendental Phenomenological Study, Meredith Kearney Auscavitch
The Lived Experiences Of General Education Teachers' Consultative Interactions With Special Education Team Members: A Transcendental Phenomenological Study, Meredith Kearney Auscavitch
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe general education teachers’ lived experiences of consultative interactions with special education team members in an urban school in New England. Information regarding desired outcomes of consultation as well as general education teacher-identified outcomes was explored. The theory that guided this study was the collaboration theory identified by Lee Vygotsky, which details the benefit of collaboration with others to gain knowledge of a task or process using a partnership to support a deeper understanding. A sample of 10 general education teachers provided their perspectives on consultation with special education team members. …
The Impact Of Co-Teaching On General Education Students In Seventh Grade Math, Kenneth Lamar James
The Impact Of Co-Teaching On General Education Students In Seventh Grade Math, Kenneth Lamar James
Doctoral Dissertations and Projects
Federal legislation has mandated that all students, including students with disabilities, perform at or above a certain level on standardized tests. Students with disabilities consistently have scored below the required minimum score. Educators have begun implementing co-teaching strategies in the general education classroom in order to better serve the students with disabilities. This has caused concern among some parents and other educators as to how the inclusion of special education students in the general classroom will affect the achievement of general education students. This quantitative study is designed to gather data from the math section of the Criterion Referenced Competency …
Experiences Of General Education Elementary Inclusion Co-Teachers In Successful Schools: A Phenomenological Study, Sherrie Robbins
Experiences Of General Education Elementary Inclusion Co-Teachers In Successful Schools: A Phenomenological Study, Sherrie Robbins
Doctoral Dissertations and Projects
The purpose of this phenomenological study is to describe the experiences of general education elementary school inclusion co-teachers in schools that are successful with their special education population as defined by Adequate Yearly Progress and most recently, the College and Career Ready Performance Index. The participants were employed in a district in the metro Atlanta area. The primary research question was, "What are the experiences of general education teachers in inclusion and co-teaching classrooms in schools that have met Adequate Yearly Progress and College and Career Ready Performance Index for students with disabilities?" The three sub-questions addressed the self-efficacy, motivation, …
The Co-Teaching Journey: A Systematic Grounded Theory Study Investigating How Secondary School Teachers Resolve Challenges In Co-Teaching, Sharon Gerst
Doctoral Dissertations and Projects
The purpose of this systematic grounded theory study was to explain how problems inherent in co-teaching relationships are resolved by secondary school special education and general education teachers at an urban school district in Eastern Iowa. The participants were general and special education secondary school teachers involved in effective co-teaching partnerships. Data was collected from five partnerships, utilizing focus groups, interpersonal behavior theory questionnaires, classroom observations, and individual interviews. The researcher analyzed the data using systematic grounded theory procedures of open coding, axial coding, and selective coding to develop a theory grounded in the data collected about the process by …