Download or read book Teachers perceptions of student teacher relationships among students with emotional disabilities in inclusive and self contained settings written by Gooding Erika and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation explores the perceptions of student–teacher relationships among students with emotional disabilities held by general and special education teachers in inclusive and self-contained settings. This research explores how teacher groups perceive these student–teacher relationships within both learning environments and to what extent differences between these settings influence this perception. The theoretical framework for this non-experimental quantitative research is based on Albert Bandura’s social cognitive theory. Quantitative data for this study was collected through an 18-question survey developed by this researcher and administered to 87 voluntarily participating teachers of students with emotional disabilities in self-contained and inclusive educational settings. When analyzing this data, linear regression models were completed to determine if factors such as group size, adult-to-student ratio, and access to supports such as social skills instruction and positive behavior interventions influenced teachers’ perceptions of relationships. Further, independent sample t-tests were completed to compare the responses of teacher groups. This study’s results suggested no significant difference between general and special educators’ perceptions of relationships, regardless of whether they taught in an inclusive or self-contained setting. Additionally, no significant difference was noted in the perceptions held by special educators in either learning environment. Factors such as group size, student-to-teacher ratio, access to social skills instruction and positive behavior support were weak and non-significant predictors of relationship perceptions held by educators. This study intends to provide information to teachers, schools, and local education agencies to support inclusive educational practices and classroom relationship-building.
Download or read book Urban Middle School Teachers Social Emotional Competence and Black Male Students Perceptions of Supportive Teacher Student Relationships and Classroom Belonging written by Erica Angle-Newman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Thirty-two teachers and 71 students from urban middle schools were surveyed to examine the extent to which dimensions of teacher social-emotional capacity (SEC) were associated with teachers' perceptions of building supportive teacher-student relationships (TSRs) with students, especially Black male students (BMSs), and the extent to which these students' perceptions of TSRs were associated with classroom belonging. The study found that teachers high in SEC and in the SEC dimensions Relationship/Social Skills and Responsible Decision Making were less likely than their counterparts to report challenges in building supportive TSRs with all students and that there was a positive association between students' perceptions of supportive TSRs and their sense of classroom belonging. Study findings have potential for closing the opportunity gap for BMSs. Recommendations for practice include targeting teacher professional development to improve teacher SEC overall and in the SEC dimensions Relationship/Social Skills and Responsible Decision Making.
Download or read book Addressing Tensions and Dilemmas in Inclusive Education written by Brahm Norwich and published by Taylor & Francis. This book was released on 2023-10-25 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This updated second edition of Addressing Tensions and Dilemmas in Inclusive Education further develops the critical analysis of the initial edition that integrates the interaction between different perspectives and positions in the field of inclusive education. This key resource expands the arguments present in the first edition with clearer implications about how to address tensions and dilemmas in inclusive education, and resolve them through democratic deliberation. Based on contemporary research, theory and policy, as well as responding to current perspectives towards the education of children and young people with learning difficulties and disabilities, Brahm Norwich extends and refines the original core argument of the previous edition – the practical realisation of inclusion involves tensions and dilemmas that have to be addressed and resolved. This core analysis focuses on: - identification and classification - current national and international conceptions - pedagogic and curriculum issues - organisation of schooling - parental and student perspectives and the contribution of research to policy and practice. Re-engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible new edition will be of interest to all students and researchers of inclusive education.
Download or read book Social emotional Learning and Restorative Practices and Its Impact on Perceptions of Teacher and Student Relationships written by and published by . This book was released on 2018 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher examined the perceptions of students, teachers, and the administrator at an urban elementary school in a district in the southwestern region of the United States that has made a long-term investment in social-emotional learning and restorative practices. The researcher used qualitative research which included semi-structured individual interviews with students, teachers and the administrator as well as collected survey data from 5th and 6th grade students. Research questions addressed the perceptions of students, teachers and the principal on how the use of restorative practices and teaching of social emotional learning impacts relationships between teachers and students. The findings suggest that the students at this school overwhelmingly perceive their relationships with their teachers to be strong and due to being taught how to build empathy, being motivated by their teacher, and having emotional awareness. Teachers have noticed a change in the relationships they develop with students through the implementation of empathy building strategies such as trust circles and restorative conversations to solve conflicts and problems in their classroom and through the explicit teaching of social emotional learning, specifically teaching students how to identify their emotions. The study further describes implications for educators as well as state policymakers.
Download or read book A Qualitative Analysis of a Teacher Support Program for Educating Students with Emotional Disturbance in an Inclusive Setting written by Crystal Williams Harmon and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study examined the experiences of teachers who included students identified as having emotional disturbance in their classes while participating in a teacher support program. A secondary analysis of data collected throughout the duration of the support program was conducted to identify core issues teachers faced as they included students with emotional disturbance in their classes. The first stage of analysis involved pre-existing data from the support program. Data were organized into four periods which chronologically represented the teachers' experiences. From this data eight core themes were identified: concerns about the lack of instructional adaptations made for students with emotional disturbance; appropriate consequences for disruptive behavior in general education; type of additional student information teachers wanted; student readiness for inclusion; the need for a supportive environment; training needs for inclusion; class size pertaining to the number of students with ED in general education classes; and teacher feedback about the support program. To provide clarification and elaboration of these core issues, stage two consisted of a focus group of eight teachers who participated in the program. Identified strengths that contributed to the success of the support program included the role of the coordinator as support person for both students and teachers and the benefits of having a supportive environment for students with emotional disturbance to return to for extra assistance. Major conclusions from this study suggest that student readiness for inclusion, teacher support needed during inclusion, and teacher attitudes and beliefs about inclusion are critical components to the inclusion process. Implications for future research include identifying skills needed by students with emotional disturbance to transition to inclusive settings, examining the setting demands of the general education classroom, exploring students' perceptions of inclusion, and identifying effective practices for preparing teachers to work with students in inclusive settings.
Download or read book Balancing Act written by Amber Lynn Dill (Graduate student) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Teachers of students with emotional and behavioral disabilities (EBD Teachers) that work in a self-contained setting are more likely to experience symptoms of burnout than their general education and special education teacher peers. Attrition for this group of teachers continues to be at an all-time high, leading to poor outcomes for some of our most vulnerable and misunderstood students. Many teachers experience burnout, but there is growing evidence that EBD teachers experience these emotions more acutely and with greater frequency due to the specific needs of their classroom population. Though much of the research focuses on special educators as a unified group, this study highlights the uniqueness of the self-contained setting and seeks to understand the distinctive experience of EBD teachers. Using qualitative interviews that are framed by the Conservation of Resources Theory, this study examined how EBD teachers balance limited resources with the unique demands of their job. Exploring how these teachers balance limited resources and how they perceive their work is vital to determining action steps toward improved outcomes mitigating burnout and attrition. Findings based on the analysis of EBD teacher interviews are presented, along with recommendations in the areas of practice, policy, and future research.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-08 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Students with Emotional and Behavioral Disorder written by Isabel Mitchem and published by . This book was released on 2018 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current research has shown that social and emotional learning (SEL) programs improve the school climate, school culture, and the overall academic success of students. It is imperative that administrators collaborate with their staff to find effective programs that address the needs of every student; this includes both their academic needs, as well as their social and emotional needs. This research study examined teacher and administrative insights of social and emotional learning, and the impact of such a program in today's schools. The questions guiding this research study were: How would a social and emotional learning program, when implemented with fidelity, affect students who qualify for special education services under emotional and behavioral disorders (EBD)? and What are the effects of a placement in a self-contained classroom on students with emotional and behavioral disorders? A mixed methods approach using a survey and semi-structured interviews relating to SEL allowed the researcher to gather data on staff perceptions about SEL programs, and the effectiveness of such a program on the success of all students. The data also allowed the researcher to examine the educational setting of students with EBD, and what these students need be successful. The researcher found that, while teachers believe social and emotional learning is vital to student success, implementation with fidelity does not occur at the site in which the study took place. This inconsistency in teaching social and emotional skills can drastically impede the effectiveness of such a program, and a recommendation would be to implement a social and emotional learning program with the understanding that the entire school site must implement with fidelity. The information gathered in this study will add to current research on the topic of social and emotional learning. Key Words: social and emotional learning (SEL), emotional and behavioral disorder (EBD), fidelity, general education setting, self-contained setting, interventions
Download or read book The Routledge International Companion to Educational Psychology written by Andrew J. Holliman and published by Routledge. This book was released on 2013-07-24 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Routledge International Companion to Educational Psychology brings together expert practitioners, researchers, and teachers from five continents to produce a unique and global guide to the core topics in the field. Each chapter includes coverage of the key thinkers, topic areas, events, and ideas that have shaped the field, but also takes the reader beyond typical textbook material and into engagement with current issues, cutting-edge research and future directions in the field of educational psychology from an international perspective. With over 30 chapters, the volume is divided into four themed sections: ‘An introduction to educational psychology’, ‘How children learn and develop’, ‘Issues concerning the assessment of children’ and ‘Identifying and meeting the needs of children with learning difficulties’. Covering the key issues and fundamental strands of educational psychology The Routledge International Companion to Educational Psychology aims to provide the reader with knowledge of: educational psychology (history, child rights, and practice); factors which influence children’s learning and development; issues to do with assessment (a key aspect of educational psychology); special educational needs (identification and how to meet their needs); the key thinkers, events, and ideas that have shaped the field; the core topics across educational psychology in an accessible manner; cutting edge research including recent research evidence and theory; future directions in the field of educational psychology; educational psychology from an international perspective. The book is conceived for both student and researcher use, and considers the implications for educational psychology practice in all sections. It will be highly beneficial for both students and lecturers on Education Studies and Psychology undergraduate courses, as well as combined undergraduate degrees .
Download or read book Handbook of Research on Developing Engaging Online Courses written by Thornburg, Amy W. and published by IGI Global. This book was released on 2020-01-31 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online instruction is rapidly expanding the way professors think about and plan instruction. In addition, online instructional practices are expanding and changing as new tools and strategies are adopted. It is imperative that programs and institutions of higher education explore increased online options that align with best practices to develop effective and engaging online courses. The Handbook of Research on Developing Engaging Online Courses is an essential research publication that provides multiple perspectives on improving student engagement and success in online courses. This book includes topics focused on the online learner, online course content, and effective online instruction. The content contained within the title is ideal for curriculum developers, instructional designers, IT consultants, deans, chairs, teachers, administrators, academicians, researchers, and students.
Download or read book IDENTIFYING TEACHER EMOTIONAL SOCIAL COMPETENCIES THAT PREDICT POSITIVE NEGATIVE RELATIONSHIPS WITH STUDENTS written by Justin R. Fults and published by . This book was released on 2019 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher emotional-social competencies may bare some connection to student perceptions of the quality of relationships with their teachers. Student perceptions of these relationships with teachers may in turn influence student affective and cognitive outcomes in meaningful ways. Teachers with emotional-social deficiencies face challenges in establishing a desirable and productive learning environment for their students. The strength of the relationships between a teacher and the students within their classroom has been identified as being one of the single most influential contributors towards student cognitive and affective outcomes. The purpose of this study was to investigate the correlations that exist amongst teacher emotional-social competencies using the EQi 2.0 and student perceptions of teacher behavior along two dimensions of the Model for Interpersonal Teacher Behavior (MITB). These dimensions (Influence and Proximity) map student perceptions of their relationships with teachers. This study sought to identify a set of teacher EQi scales that best predict student perceptions of teacher Influence and Proximity. The results of the study indicated that all five EQi composite (Self-Perception, Self-Expression, Interpersonal, Decision Making, and Stress Management) and nine subscales (Self-Regard, Emotional Self-Expression, Assertiveness, Interpersonal Relationships, Social Responsibility, Problem Solving, Flexibility, Stress Tolerance, and Optimism) revealed statistically significant positive relationships with teacher Influence. The EQi composite scale of Interpersonal significantly predicts teacher Influence as did the subscale of Social Responsibility.
Download or read book Handbook of Research on Special Education Teacher Preparation written by Erica D. McCray and published by Routledge. This book was released on 2014-03-05 with total page 728 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compilations of research on teacher preparation often include no more than a cursory mention of the specific roles and needs of special education teachers. Although the work that special education teachers perform does indeed differ from the work of classroom teachers, teacher preparation in the two fields has much in common. The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Opening chapters ground the collection in political and economic context, while subsequent sections delve deeply into issues related to the current state of our special education workforce and offer insights into how to best prepare and sustain that workforce. Ultimately, by illuminating the particularities of special education teacher preparation, this landmark handbook addresses the state of current research in the field and sets an agenda for future scholarship.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2001 with total page 826 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inclusive Instruction written by Mary T. Brownell and published by Guilford Press. This book was released on 2012-04-19 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: This accessible book presents research-based strategies for supporting K-8 students with high-incidence disabilities to become accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are provided with essential tools for managing inclusive classrooms; planning a curriculum that fosters concept development across content areas, promotes strategic learning, and builds fluent skill use; and integrating technology into instruction. Case examples illustrate ways that special and general education teachers can work together successfully to solve complex learning problems and improve outcomes for students who are struggling.
Download or read book Emotional Support Teachers Perceptions of Behavior Managements Systems and Social Skills Curriculum written by Heather A. Lapp-Frey and published by . This book was released on 2017 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined special education emotional support teachers' perspectives regarding manifestations of social skills for emotional support students and how to teach specific social skills so that the student can be educated in the least restrictive environment. Two Intermediate Units serving both urban and rural districts in Pennsylvania participated in this study. This study included a researcher-developed survey, researcher-constructed Likert-scale and open-ended response questions, and researcher-designed interview questions. The study revealed that the most prevalent social skill deficit that manifests as maladaptive behavior that impedes the provision of Free Appropriate Public Education (FAPE) for emotional support students in lesser restrictive settings, as identified through participation perspective, are appropriate self-management and self-regulatory skills. The perception data suggests that emotional support teachers take into consideration varying site-specific factors when determining if school-wide positive behavior intervention supports (SWPBIS) or classroom-based systems are more effective for behavior management within the classroom; and, that more than eighty percent of the educators surveyed believed that relationship building was the most effective form of behavior management initiated by adults. The data was unable to disaggregate the most effective social skills curricula and suggested that peer-initiated input, mediation, and restorative consequences instead were the most effective positive influences on maladaptive negative student behavior.
Download or read book Caring Student teacher Relationships written by Mary-Elizabeth Glass and published by . This book was released on 2011 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inclusive Schools for a Diverse World Psychological and Educational Factors and Practices Harming or Promoting Inclusion at School written by Sabine Pirchio and published by Frontiers Media SA. This book was released on 2022-11-16 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt:
