Educator Perceptions of Teaching Students with Learning Disabilities in the Career and Technical Education (CTE) Classroom in a Suburban Setting

Autor/in	Newsome, Cedric S. A.
Titel	Educator Perceptions of Teaching Students with Learning Disabilities in the Career and Technical Education (CTE) Classroom in a Suburban Setting
Quelle	(2023), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Regent University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0121-4
Schlagwörter	Hochschulschrift; Dissertation; Vocational Education Teachers; Students with Disabilities; Inclusion; Urban Schools; Teacher Attitudes; Teacher Competencies; Self Efficacy; Teacher Characteristics; Educational Attainment; Teaching Experience; Faculty Development; Courses; Teacher Education Programs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausbilder; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Bildungsabschluss; Bildungsgut; Kursangebot
Abstract	This study investigated the level of preparedness reported by career and technical education (CTE) teachers who teach students with disabilities within inclusive classroom settings in urban settings. In the United States, teachers must contend with larger class sizes, teaching English language learners (ELLs) and special education students; however, the additional training or resources needed to meet all students' needs are not readily available. This research primarily examined what factors promoted or restricted obtaining the desired levels of preparedness and confidence needed to educate students with disabilities with their added challenges. CTE teachers must simultaneously teach ELLs and nondisabled students. Disseminating a questionnaire collected a series of variables for analysis during the data collection stage of the study. The variables for analysis were teachers' levels of education, years of experience, amount of professional development received, and the number of special education courses taken during the teachers' undergraduate training or teacher preparation experiences. [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	2024/1/01