Secondary Level Teachers of Students with Emotional Disturbance: An Interpretative Phenomenological Approach

Autor/in	Bosco, Arlene F.
Titel	Secondary Level Teachers of Students with Emotional Disturbance: An Interpretative Phenomenological Approach
Quelle	(2018), (201 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-3421-6
Schlagwörter	Hochschulschrift; Dissertation; Emotional Disturbances; At Risk Students; Student Needs; Teacher Competencies; Teacher Role; Teacher Attitudes; Secondary School Teachers; High Schools; Emotional Response; Student Behavior; Classroom Techniques; Curriculum; Interpersonal Relationship; Responsibility; Equal Education; Intervention; Teaching Methods; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gefühlsstörung; Lehrkunst; Lehrerrolle; Lehrerverhalten; High school; Oberschule; Emotionales Verhalten; Student behaviour; Schülerverhalten; Klassenführung; Curricula; Lehrplan; Rahmenplan; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Verantwortungsübernahme; Zuständigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Master-Studiengang
Abstract	Students with emotional disturbance continue to have the most dismal outcomes when compared to all other groups of students. Addressing their complex and significant academic and therapeutic challenges can be a daunting task for the secondary level general education teachers charged with their instruction. Teachers often report feeling unprepared, unsupported, frustrated and powerless at a time when federal mandates have increased their roles, responsibilities, and accountabilities. The overarching question that drove this study is: "What are the beliefs and lived experiences of secondary level, content-area teachers regarding the instruction of students with emotional disturbance?" In order to gain a rich and deep accounting of this phenomenon, four general education high school teachers at a small, suburban high school in Massachusetts shared their stories through a semi-structured interview process. Interpretative Phenomenological Analysis (IPA) was used to capture the richness of each participant's experiences. Throughout this discourse, three themes emerged: (1) teachers' emotional responses to the day-to-day challenges they face (i.e., difficulties with classroom management, consistently meeting academic expectations, and maintaining a positive attitude under very unpredictable conditions), (2) the beliefs teachers hold about themselves and students with emotional disturbance (i.e., the importance of the curriculum, relationships, responsibility, fairness and equity), and (3) the strategies and interventions they employ to maximize teaching and learning (i.e., practical, effective, and proven strategies that are supported by relevant and ongoing training and professional development). Not only are these findings consistent with the literature, they also provide an important opportunity for the teachers to give voice to their daily instructional challenges, specifically when instructing students with emotional disturbance. [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