A Qualitative Case Study of Middle School Staff Members' Perceptions of Motivation for Students with Learning Disabilities

Autor/in	Johnson, Stella Ifeyinwa
Titel	A Qualitative Case Study of Middle School Staff Members' Perceptions of Motivation for Students with Learning Disabilities
Quelle	(2021), (169 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8720-1
Schlagwörter	Hochschulschrift; Dissertation; Middle School Teachers; Teacher Attitudes; Student Motivation; Students with Disabilities; Learning Disabilities; Teacher Aides; School Psychologists; School Counselors; Counselor Attitudes; Cooperation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schulische Motivation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Handreichung; Lehrerhilfe; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School counselor; Beratungslehrer; Pädagogischer Berater; Co-operation; Kooperation
Abstract	This qualitative case study explored school staff members' perceptions of motivation for students with learning disabilities (LD) in middle schools. Students with LD are most vulnerable when it comes to experiencing school failure and dropping out of school, and researchers have associated this vulnerability with motivation. This study focused on perceptions of motivation for students with LD from teachers, teaching assistants, school psychologists, and counselors using self-determination theory to situate the study. Three research questions guided this study. Data were collected from a purposeful sample recruited through snowball sampling. Seventeen participants were interviewed one-on-one via Zoom. Data was triangulated with district's Classroom Motivation Systems II. The findings of this study revealed that staff members perceived that motivation can be enhanced for students with LD by giving them a voice and the ability to make choices about their learning experiences. In addition, the study indicated that students need clear expectations, relevant and relatable lessons, positive and trusting relationships, a safe space for learning, feeling of confidence, peer acceptance, technology integrated into lessons, hands-on activities, and different teaching and learning modalities. Furthermore, the findings of the study indicated the need for collaboration between staff members as well as having more transparency and awareness about available district resources for student motivation. Results from this study may impact how educators facilitate learning for students with disabilities. Based on the findings from this study, it is recommended that teachers are intentional in creating activities to foster peer acceptance, collaboration opportunities, and avenues to disseminate information on available resources geared towards student motivation. This study aligns with previous research on motivation, particularly those that applied self-determination theory of motivation. [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	2024/1/01