Download or read book The Impact of Teacher Self efficacy on the Referral of African American Males for Special Education Services written by Michelle J. McCollin-Odeleye and published by . This book was released on 2004 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Considering Race and Gender in the Classroom written by Daniele Annette Eiland and published by . This book was released on 2008 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effective Teaching of African American Students who Receive Special Education Services written by Nancy Stone Bealmear and published by . This book was released on 2006 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is an examination of effective teaching of African American students who receive special education services by teachers who are either National Board Certified Teachers or Highly Qualified Master's Level teachers. It begins with an overview of the history of special education in the United States and the current conditions of special education. It then covers the matter of overrepresentation of African American students in special education and the various contributors to that problem. The conceptual framework is to examine the self-efficacy and best practices of National Board Certified Teachers (NBCTs) or Highly Qualified (HQ) Master's Level teachers from middle and high schools. It examines the literature addressing learning and cultural styles of African American students and how these learning styles may affect the achievement levels of African American students. The latter part of the dissertation provides examples of positive school practices for African American students. The dissertation is divided into five chapters, addressing special education policies and laws, overrepresentation of African American students in special education, literature on cultural and learning styles of African American students, effective teaching, and teaching standards. Chapter One looks at the history of African American education in the United States and how the Civil Rights Law affected their education and affected the education of students with disabilities. It also provides definitions of legal terminology for the special education law and disability categories. In addition, it covers teacher self-efficacy and teacher standards. The differences between National Board Certified Teachers and Highly Qualified Master's Level teachers are also addressed in Chapter One. Chapter Two is divided into three different sections that address literature and research about the history of African American education in the United States, the causes of overrepresentation, curriculum in the schools and multicultural curriculum, effective teaching, standards, critical race theory, African American cultural styles, and effective teaching of African American students. The first section is about the history of African American education in the United States and the history of civil rights for students with disabilities, and factors that contribute to overrepresentation. The second section pertains to curriculum models developed by researchers for multicultural education, what researchers consider as effective teaching, and teaching standards. The third section discusses critical race theory, cultural styles of African American students, and effective teaching of African American students. Chapters One and Two are theoretical in nature, and Chapters Three and Four focus on the methodology of the study and the results of the study. Chapter Three focuses on the type of study, the survey instrument, and the groups chosen for participation. This study uses a descriptive correlational design that employs a Likert-scale survey with a cross-sectional group of teachers. Survey responses from National Board Certified teachers (NBCT) are compared with responses from Master's Level Highly Qualified (HQ) teachers to determine possible differences and similarities in perceptions about classroom instruction, beliefs, and behaviors. This study investigates what both NBCT and HQ teachers perceive that makes them effective with African American students who receive special education services. This study also examines whether teachers' effectiveness consists explicitly of attitudes towards students, specific teaching technique, or methods, or a combination of both. Chapter Four examines the results of the survey questionnaire returned, and the demographics of the participants in the study. Chapter Five is a summary of the entire study and a detailed explanation of the specific questions indicating statistical differences in scores. The dissertation ends with recommendations for future research and educational implications for the findings.
Download or read book Teacher Efficacy and the Referral of African American Males to Special Education written by Indira S. Acker and published by . This book was released on 2006 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploratory Study of the Self efficacy of African American Adolescent Males with Emotional Behavioral Disabilities written by Larry Curtis Bryant and published by . This book was released on 2007 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Effects of Teacher Efficacy and Student s Gender and Ethnicity on Special Education Referral and Response to Intervention written by Archna Randall and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationships among teacher efficacy, student gender, and student ethnicity (African American, Asian American, Latin American, and Caucasian) on teachers' decisions to use RTI versus referring immediately to special education. Kindergarten through eighth-grade teachers (N = 134) completed an anonymous survey online that included demographic questions, the Teachers' Sense of Teacher Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), a hypothetical case study of a student struggling academically, and questions about teacher referral decisions. Participants randomly received one of the eight hypothetical case studies that varied the student's gender and ethnicity. This study employed procedures similar to earlier studies (Meijer & Foster, 1998; Podell & Soodak, 1993; Soodak & Podell, 1993) that manipulated student characteristics. Results support previous research studies that found that high teacher efficacy relates to fewer special education referrals. Multiple logistic regression analyses show that teachers with higher teacher efficacy in student engagement and instructional strategies were more likely to use RTI versus referring to special education. Teacher efficacy for classroom management was not related to teacher referral decisions. There was a significant relationship among teacher efficacy, student's gender, and teachers' referral decisions. Efficacious teachers were more likely to use RTI for a struggling female student than for a struggling male student. Taken together, teacher efficacy, student's gender, and student's ethnicity did not relate significantly to teachers' decisions to use RTI versus referring to special education. This study demonstrated promising results related to teachers' efficacy and teachers' decisions to use RTI. Study limitations include sample size and demographics, validity of using vignettes, and teachers responding in a socially desirable manner that may have precluded significant results. It is recommended that educators be ready for the paradigm shift away from the refer-test model to the RTI approach. Future research is encouraged to develop an RTI teacher efficacy scale and examine teachers' integrity of implementing of RTI.
Download or read book The Relationship Between Teacher Self efficacy and Special Education Referrals in an Elementary RTI Model written by Jenna Mancini Rufo and published by . This book was released on 2016 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study examined the relationship between teachers' self-efficacy beliefs and their likelihood to refer students for special education eligibility in an elementary Response to Intervention (RTI) problem-solving model in a single district. Twenty-nine general education teachers and 22 special education teachers were surveyed, while three special educators and three general educators were interviewed. Special education teacher self-efficacy beliefs were greater than general educators, finding a statistically significant (p=.045) difference for self-efficacy in instructional strategies. Open-ended survey responses revealed that the majority of teachers found RTI positively impacted their abilities to implement instructional strategies and increase student engagement, but had a lesser effect on their abilities to execute classroom management. On average, teachers in this study estimated they refer 2.1 students per year for potential special education services. The relationship between self-efficacy and special education referrals for general education teachers was not statistically significant in any area. However, moderately strong, inverse relationships were evident for special education teachers in the areas of overall teacher self-efficacy (r=-.452, p=.031*), self-efficacy for instructional strategies (r=-466, p=.025*), and self-efficacy for classroom management (r=-.413, p=.05*).Thus, as special education teacher self-efficacy increased in these areas, special education referrals decreased. Results were statistically significant. This study expanded upon the limited body of research available on the intersecting variables of teacher self-efficacy and special education referrals, particularly within the RTI framework.
Download or read book The Role of Teacher Expectation on Disproportionality of African American Males in Special Education in Middle Schools in Richmond County School System written by Claudette Jackson Palmer and published by . This book was released on 2010 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This research study examined the problems of disproportionality of African American males in special education in middle schools in Richmond County, Georgia. Disproportionality occurs when the risk for being identified in a particular disability category is not proportional to the population being considered. The issue of disproportionality of African American males and other minority students in special education has been studied and debated well over thirty years and today continues to be a problem for the education community. The purpose of this study was to understand the role teacher expectations play in disproportionality of African American males in special education. Referral data from 2007 Richmond County School System was used to identify the middle schools with the most referrals of African American males to special education. Qualitative research methods were used consisting of school statistical information and interviews with general education and special education teachers who are employed by the school district and received their teaching certification through the traditional or alternative route. The data collected were coded, analyzed and discussed with program participants. The Office of Special Education and Georgia Department of Education uses the risk ratio as the preferred method of calculating disproportionality. Risk ratio answers the question, "What is a specific racial/ethnic group's risk of receiving special education and related services for a particular disability as compared to the risk for all other students?" The data revealed that African American male students in special education in this school district are disproportionately represented in the disability category of Mild Intellectual Disabilities (MIID). Findings from this study are organized into four categories: Category 1: African American males' representation in special education, Category 2: Disproportionality at the middle school level, Category 3: Teacher expectation and its role in influencing/shaping disproportionality, and Category 4: Teacher background, training, experience, teacher certification and referral to special education. It is concluded from this study that low or no teacher expectation, student demographics, behavioral issues, teacher training and experience contribute to the disproportionality of African American males in special education in this school district.
Download or read book African American Teachers Perceptions of Special Education Referral written by Tarcha F. Rentz and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This qualitative study examines African American elementary teachers' perceptions of special education referral and particularly the referral of African American students. This investigation describes teachers' experiences with referral for subjective disabilities (i.e. mental retardation, emotional disturbances, learning disabilities) and not gifted and talented programs. Using phenomenological research methods, 15 interviews were conducted with 5 African American elementary teachers who taught at schools where 25% to 50% of the student population was African American. The study participants were male and female teachers who had taught at least 3 years and had been a part of a School Study Team and/or initiated special education referral. The two main questions that guided this study were: (a) How do African American teachers perceive special education referral and (b) how do African American teachers experience the referral of African American students? Findings suggest that the teachers experienced similar positive and negative feelings about referral. Wanting special education referral to be helpful for students, teachers questioned whether teachers were referring students for an actual disability or because of a cultural difference. Teachers preferred the referral process to be one of maintaining students in general education by identifying their strengths and weaknesses and developing appropriate interventions and strategies to enhance and motivate students. They contended that the referral process is detrimental to African American students who often receive pull-out services in special education resource rooms. Teachers proposed that African American students can be maintained in general education with proper supports in place.
Download or read book Teacher Perceptions of Strategies and Practices that Motivate African American Adolescent Males with Individual Education Program to Read written by Shawneice TaShae Malone and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore teachers' perceptions of African American males with an Individual Education Program (IEP), literacy motivations to assist teachers in augmenting students' self efficacy and literacy competence. The theoretical framework was derived from the expectancy theory of motivation which places emphasis on individual perceptions and the interactions that follow as a consequence of personal expectations. The researcher used a survey to determine which strategies teachers believe to be most motivational for high school African American males receiving a special education to read. The survey included 27 motivational strategies and practices acquired from previous studies and research among all age groups. An open-ended question was included to determine the most motivational strategies.
Download or read book Gifted Or Disabled an Oral Histories of African American Males Defying Special Education Marginalization written by Pamela M. Scott and published by . This book was released on 2013 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This dissertation examined a marginalized population of African American males who have defied labeling and placement into Special Education programs by productivity in adulthood. A Critical race theoretical framework was utilized and the writings of CRT theorists guided this research study (Bell, 1980; Delgado, 2009, 1988; Delpit, 1995; Dixson, & Rousseau, 2005; Ladson-Billings, 2009; Ladson-Billings & Tate, 2006,1995; Solorzano & Yosso 2001; West, 2001, 2008). I explored the tenets of CRT to explain the disproportionate numbers of children of color who are overly assigned to these SPED programs and many times labeled in the mentally retardation or behavioral disorders categories. My research challenged the referral and placement process, especially for African American males. Regular education settings along with some special education settings across our nation now ensnare highly intelligent black boys who have been under referred or excluded from gifted programs. Numerous research studies and journal articles authenticate the disproportionality of this minority population being categorized into special education programs. American special education programs have become a "straitjacket" that restricts and confines the very existence of African American males due to the persistence of racism in the United States. The focus of this research study centered on marginalized populations of African American males who have escaped special educations' bonds to evolve as productive citizens in United States society. Who are these atypical adult African American men who somehow survived the label assigned to them and flourished into adulthood? What support systems were in place within the lives of these African American men to challenge the educational straitjacket placed upon their lives? The following themes emerged from my interviews with three African American male research participants: A motivating mother, father, teacher, or community mentors, families who valued and education, spiritual upbringings, teachers who made a difference, educators who cared, recognition of the importance of reading, the self identification of personal academic struggles, institutionalized racism, external motivation to succeed, self determination, and an overcoming spirit. My study analyzed the counter stories of students in special education and what factors motivated them to succeed nevertheless. The field of United States education must care by reaching out to African American males and explore ways to effectively educate them.
Download or read book Closing the Racial Achievement Gap written by Paula Camp and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States education system triggers a debate since it is characterized by educational inequities and disparities. Despite many efforts towards ensuring equality and many years since segregation was banned in public schools, African American male students still face discrimination and unfair treatment. The purpose of this research is to explore the overrepresentation of African American male students in special education programs and bridge the existing racial achievement gap. The main research questions include: Are African American male students overly represented in special education programs? How does teacher bias contribute to the overrepresentation of African American males in special education? And, what is the impact of racial disproportionality in disciplinary practices on African American male students in special education programs? The overrepresentation of African American male students in special education programs is one of the significant causes of the achievement gap; thus, the current study will comprehensively discuss the issue and contribute to the lasting solution to the problem. The researcher engaged students at a northern California school. Specifically, the researcher focused on the special education teachers' caseload of student's Individualized Education Programs (IEP's) from 9th-12th grades enrolled in Special Day Classes (SDC) identified with mild and moderate learning disabilities. Besides, the researcher will adopt a qualitative case study design. The inter-coder approach and triangulation will help ensure the study's reliability and validity, respectively. The findings of the study revealed that African American male students are overly represented in special education programs. Also, they are referred to these programs due to various disabilities, including intellectual, emotional, and learning disabilities. The study outcome also revealed that teacher bias is a significant cause of African American male students' overrepresentation in special education. Further, the study found that African American male students are more likely to be suspended than their counterparts. Undoubtedly, this overrepresentation adversely impacts the student's academic performance; thus, lagging behind their peers. Solving the problem requires adopting a cultural proficiency lens when training educators and leaders to overcome the barriers to equal access to education. Teacher bias and racial disproportionality are significant causes of African American male students' overrepresentation in special education programs. The study's outcome will help address the challenges facing African American male students and close the achievement gap.
Download or read book Exploring the Self efficacy of African American Male Pre service Teachers written by Derek Edward Harris and published by . This book was released on 2012 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Teacher Demographics on the Overrepresentation of African American Males in Special Education in a Coastal School District written by Myrick Lamon Nicks and published by . This book was released on 2012 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Lack of African American Teachers in Schools and what Can be Done to Encourage and Retain Those Teachers written by and published by . This book was released on 2019 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This researcher has been a teacher in special education for almost four years and this is the first year working as a Specific Learning Disabilities (SLD) teacher. However, most of the work has been as an Emotional Behavioral Disability (EBD) teacher. Becoming a special education teacher is an important step in supporting young African American students in the United States. African American boys are over represented in this country for special education services. As an African American male it holds great impact and influence for students to see someone that looks themselves. Further this researcher mainly has worked in setting III programs and have dealt with some highly behavioral students. The biggest and most alarming factor is the students on my caseloads were predominantly African American boys no matter what the school or district. This researcher has also worked in inner city schools but mostly suburban schools and the same result happened with African American students receiving services at the schools even if the school was predominantly European American students."--Leaf 4.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2000 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
