Literaturnachweis - Detailanzeige
| Autor/in | Walsh-Yusuf, LaQuitta Almeater |
|---|---|
| Titel | A Qualitative Descriptive Study of Teacher Readiness and the Inclusion Classroom |
| Quelle | (2018), (265 Seiten)
PDF als Volltext Ed.D. Dissertation, Grand Canyon University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4381-5006-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Regular and Special Education Relationship; Elementary School Teachers; Teacher Attitudes; Readiness; Inclusion; General Education; Teacher Competencies; Teacher Education; Administrator Role; Class Size; Barriers |
| Abstract | The demands of the modern classroom require general education teachers to teach in an inclusive environment. Yet, it was not known how teachers perceived their readiness to influence their performance/effectiveness in the inclusion classroom. This qualitative descriptive study explored how general education teachers perceived their readiness to teach in the inclusive classroom in the southwestern region of Georgia. Bandura's theory of self-efficacy served as the theoretical framework. Eighteen teachers in grades K-5, with a minimum of five years of teaching experience, in the southeastern region of Georgia engaged in focus groups, personal interviews, and classroom observations. Research questions focused on the perspectives of general education teachers regarding their readiness to teach effectively in an inclusive classroom and the factors that influenced these perceptions. A third question focused on how readiness influences general education teacher practices in inclusion classrooms in the southwestern region of Georgia. Open and axial coding strategies were used to analyze the data. The findings revealed that teachers did not perceive themselves prepared to teach in the inclusion classroom. Teachers reported many obstacles to the success of inclusion including: (a) training, (b) administrative support, (c) support personnel, (d) class size, and others as major contributors to their overall feelings of ill preparedness. As a result, teachers reported working in the inclusion classroom as a trial and error experience yielding many educational failures which impact student lives. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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