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Implementing a Formalized Rounding Model : = A Study of Special Education Teacher Perception of Communication with Special Services Administrators and Special Education Teacher Engagement.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Implementing a Formalized Rounding Model :/
Reminder of title:	A Study of Special Education Teacher Perception of Communication with Special Services Administrators and Special Education Teacher Engagement.
Author:	Hamblin, Danielle A.
Description:	1 online resource (223 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Educational administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780355878066

Implementing a Formalized Rounding Model : = A Study of Special Education Teacher Perception of Communication with Special Services Administrators and Special Education Teacher Engagement.
Hamblin, Danielle A.

Implementing a Formalized Rounding Model :A Study of Special Education Teacher Perception of Communication with Special Services Administrators and Special Education Teacher Engagement. - 1 online resource (223 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Caldwell University, 2018.

Includes bibliographical references

This study explored one district's attempt to increase communication and special education teacher engagement within the Department of Special Services. Engagement is characterized by being involved, dedicated, and ardent in one's work (Nink & Welte, 2011; Saks, 2006) and in special education, engaged teachers are critical in their effect on instructional delivery in the classroom. This researcher studied 20 special education teachers and seven Child Study Team rounding leaders among five schools as they participated in a formalized system of rounding.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355878066Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

Implementing a Formalized Rounding Model : = A Study of Special Education Teacher Perception of Communication with Special Services Administrators and Special Education Teacher Engagement.
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245 1 0 $a Implementing a Formalized Rounding Model : $b A Study of Special Education Teacher Perception of Communication with Special Services Administrators and Special Education Teacher Engagement.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Joanne Jasmine.
502 $a Thesis (Ed.D.)--Caldwell University, 2018.
504 $a Includes bibliographical references
520 $a This study explored one district's attempt to increase communication and special education teacher engagement within the Department of Special Services. Engagement is characterized by being involved, dedicated, and ardent in one's work (Nink & Welte, 2011; Saks, 2006) and in special education, engaged teachers are critical in their effect on instructional delivery in the classroom. This researcher studied 20 special education teachers and seven Child Study Team rounding leaders among five schools as they participated in a formalized system of rounding.
520 $a Rounding most often occurs between supervisor and employee and involves asking specific questions of all employees in order to obtain information from which the supervisor can act (Hotko, 2004; Studer, 2003). Actionable information includes recognizing staff members on behalf of the employee and taking steps to address issues brought forth during the round. The outcomes of rounding include building relationships, learning and acknowledging what is working well, and identifying who within the organization is contributing behavior and efforts toward the goals within the organization.
520 $a Findings were triangulated from the quantitative Employee Engagement Survey (Gallup, 1999) and qualitative data from rounding logs, exit questions, open-ended questionnaires, and interviews. While the data from teachers at all levels revealed the preferred forum for communication was face to face with the administrator, the non-supervisory rounding leaders effectively supported two-way communication and contributed to increased engagement levels among the special education teachers.
520 $a When teachers perceived that requests were taken seriously and when they have input on issues related to their job, they felt a greater sense of trust for the administrator and were more willing to communicate their needs. Additionally, the opportunity to give and to receive recognition of one another, was noted to have a positive effect on the department's climate.
520 $a As a result of this study, administrators may want to consider the implementation of a formalized rounding model. The structured, formalized system provides a forum for open communication between employee and administrator which may lead to trust, and a faculty committed to the common goals and team efforts within an organization.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Special education. $3 567627
650 4 $a Educational leadership. $3 585508
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710 2 $a Caldwell University. $b Division of Education. $3 1190311
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10811771 $z click for full text (PQDT)