Supporting Intrinsic Motivation for Special Education Students to Meet Graduation Requirements

Autor/in	Frazier, Robert Sipplin
Titel	Supporting Intrinsic Motivation for Special Education Students to Meet Graduation Requirements
Quelle	(2015), (155 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Piedmont College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-5541-0
Schlagwörter	Hochschulschrift; Dissertation; Motivation; Special Education; Graduation Requirements; Qualitative Research; Teaching Methods; Special Education Teachers; Language Arts; Interviews; Observation; Case Studies; High School Graduates; Dropouts; Secondary School Teachers; Special Needs Students; Graduation Rate; Learning Disabilities; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; psychologische; Motivation (psychologisch); Special needs education; Sonderpädagogik; Sonderschulwesen; Abschlussordnung; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Sprachkultur; Interviewing; Interviewtechnik; Beobachtung; Case study; Fallstudie; Case Study; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Sonderpädagogischer Förderbedarf; Learning handicap; Lernbehinderung
Abstract	This qualitative study examined how teachers use instructional practices and family reinforcement interventions to support intrinsic motivation for special education students as a means to meet graduation requirements. Purposeful sampling of highly qualified special education teachers certified in language arts was used in this study. The data were collected through three teacher participant interviews, classroom observations, and a collection of documents and artifacts. The findings are presented and discussed through the three main themes that emerged from data analysis and interpretation. Three main themes described instructional practices used to support intrinsic motivation for special education students as a means to meet requirements for graduation: collaboration, relevant/meaningful learning, and relationships. One main theme described how teachers use family support interventions to provide intrinsic motivation for special education students as a means to meet requirements for graduation: open/transparent communication. This study adds to the body of literature regarding instructional practices and family support interventions to support intrinsic motivation as a means of meeting graduation requirements. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01