The Role of Verbal and Nonverbal Communication between Students with Special Needs and Their Teachers in Middle School

Autor/in	Williams, Dottie S.
Titel	The Role of Verbal and Nonverbal Communication between Students with Special Needs and Their Teachers in Middle School
Quelle	(2009), (124 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-9545-4
Schlagwörter	Hochschulschrift; Dissertation; Learning Processes; Learning Problems; Cues; Nonverbal Communication; Social Change; Classrooms; Middle School Teachers; Special Needs Students; Interpersonal Communication; Feedback (Response); Interviews; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning process; Lernprozess; Lernproblem; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Sozialer Wandel; Classroom; Klassenraum; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Interpersonale Kommunikation; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Previous research has demonstrated that a positive relationship between teacher and student improves student performance in school. However, less information is available regarding the verbal and nonverbal communications between the students with special needs and their teachers within this middle school subgroup. Personal attention and support from teachers is important for a relationship to grow. Students with learning problems benefit from a close teacher relationship. This phenomenological study investigated the verbal and nonverbal interactions between adolescent students with special needs and teachers of general and special education in 8 Midwestern middle school classrooms. Qualitative data from semistructured interviews, body messages and voice messages observations, and student written responses were analyzed both inductively through coded outlines and interpretatively through teacher interviews. A sampling included stratification of the population to N = 136. Descriptive analysis revealed most students learn from encouraging teacher verbal and nonverbal cues that help students stay on task. This study was validated through continuous member checking and triangulation with student written responses and observation schemes, thus contributing to a better understanding of communication between teacher and student. The results can impact social change by providing teachers with information concerning verbal and nonverbal cues they use while teaching students. By developing a pro-social relationship, students can sustain meaningful skills. As the teachers build the students' confidence in their abilities to learn, more success is experienced in the classroom and the community at large. [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	2017/4/10