Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Tammy Hoffman

Abstract

AbstractA problem of low academic and behavioral achievement has been identified for students with emotional or behavioral disorders (EBDs) when compared to their peers without disabilities in the middle school general education setting. The purpose of this study was to understand the needs of general education teachers for additional training in academic and behavioral strategies to improve success for students with EBDs. The study was guided by Knowles’s adult learning theory, andragogy, which states that adults learn based on the experiences they encounter. Three research questions guided the study related to the knowledge that middle school general education teachers have about teaching students with EBDs, how EBDs are addressed during instruction, and what additional trainings would be beneficial. A basic qualitative study design with purposeful sampling was utilized in which 11 general educators teaching students with EBDs were interviewed to discuss perceptions of their knowledge for teaching students with EBDs. Participant responses were analyzed using NVIVO; the following themes emerged from the data a) strategies planned for teaching students with EBDs, b) building relationships with students with EBDs, c) promoting success in the general education classroom, d) teacher preparation and classroom management, and e) student choice for students with EBDs answered research question one. Research question two was answered by the themes a) addressing growing agitation for students with EBDs, and b) promoting positive peer relationships. Finally, research question three was answered in one theme a) professional development and or needs. Social change implications may include teachers providing a more effective learning environment through appropriate professional development for teaching students with EBDs.

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