國立虎尾科技大學 |

Faculty Perception of Preparedness for Teaching College Students with Learning Disabilities : = Perceived Learning Disability Knowledge, Attitudes and Perceptions, and Teacher Self-Efficacy Beliefs.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Faculty Perception of Preparedness for Teaching College Students with Learning Disabilities :/
其他題名:	Perceived Learning Disability Knowledge, Attitudes and Perceptions, and Teacher Self-Efficacy Beliefs.
作者:	Robinson, Jimada Dominique.
面頁冊數:	1 online resource (134 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798368447322

Faculty Perception of Preparedness for Teaching College Students with Learning Disabilities : = Perceived Learning Disability Knowledge, Attitudes and Perceptions, and Teacher Self-Efficacy Beliefs.
Robinson, Jimada Dominique.

Faculty Perception of Preparedness for Teaching College Students with Learning Disabilities :Perceived Learning Disability Knowledge, Attitudes and Perceptions, and Teacher Self-Efficacy Beliefs. - 1 online resource (134 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ph.D.)--Regent University, 2023.

Includes bibliographical references

As more students with learning disabilities pursue higher education, college and university faculty are faced with facilitating courses that must meet the needs of diverse learners. In contrast to the teaching criteria for K-12 teachers, postsecondary education professors are hired for their subject matter expertise without any teaching licensure requirements (Hansen, 2013; Hansen & Dawson, 2020). Due to the different teaching requirements, the following question comes to mind: How prepared are faculty for teaching students with learning disabilities? This study examined the faculty's perception of preparedness for teaching college students with learning disabilities. For the study, faculty preparedness was defined as having the requisite learning disability knowledge, attitude and perception, and teacher self-efficacy beliefs needed to support students with learning disabilities in an inclusive learning environment. The literature explored in this study led to qualitatively investigating these three elements of preparedness. This study used the qualitative phenomenology method to gain insight into the faculty's perception of their preparedness to teach students with learning disabilities. A semistructured interview was used to collect data from seven faculty members from a small Christian college in eastern coastal Virginia. The findings showed that the faculty perceived their preparedness as average with the following emerging themes: (a) self-guided collaboration for learning disability knowledge, (b) aware and invested attitudes and perceptions, and (c) intermediate teacher self-efficacy beliefs. This study contributes to the field of faculty development by providing a greater understanding of faculty's perception of preparedness for teaching students with learning disabilities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798368447322Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Faculty developmentIndex Terms--Genre/Form:

554714
Electronic books.

Faculty Perception of Preparedness for Teaching College Students with Learning Disabilities : = Perceived Learning Disability Knowledge, Attitudes and Perceptions, and Teacher Self-Efficacy Beliefs.
LDR:03311ntm a2200385K 4500 001 1141221
005 20240311061545.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798368447322
035 $a (MiAaPQ)AAI30246900
035 $a AAI30246900
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Robinson, Jimada Dominique. $3 1464889
245 1 0 $a Faculty Perception of Preparedness for Teaching College Students with Learning Disabilities : $b Perceived Learning Disability Knowledge, Attitudes and Perceptions, and Teacher Self-Efficacy Beliefs.
264 0 $c 2023
300 $a 1 online resource (134 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
500 $a Advisor: Arroyo, Alan A.
502 $a Thesis (Ph.D.)--Regent University, 2023.
504 $a Includes bibliographical references
520 $a As more students with learning disabilities pursue higher education, college and university faculty are faced with facilitating courses that must meet the needs of diverse learners. In contrast to the teaching criteria for K-12 teachers, postsecondary education professors are hired for their subject matter expertise without any teaching licensure requirements (Hansen, 2013; Hansen & Dawson, 2020). Due to the different teaching requirements, the following question comes to mind: How prepared are faculty for teaching students with learning disabilities? This study examined the faculty's perception of preparedness for teaching college students with learning disabilities. For the study, faculty preparedness was defined as having the requisite learning disability knowledge, attitude and perception, and teacher self-efficacy beliefs needed to support students with learning disabilities in an inclusive learning environment. The literature explored in this study led to qualitatively investigating these three elements of preparedness. This study used the qualitative phenomenology method to gain insight into the faculty's perception of their preparedness to teach students with learning disabilities. A semistructured interview was used to collect data from seven faculty members from a small Christian college in eastern coastal Virginia. The findings showed that the faculty perceived their preparedness as average with the following emerging themes: (a) self-guided collaboration for learning disability knowledge, (b) aware and invested attitudes and perceptions, and (c) intermediate teacher self-efficacy beliefs. This study contributes to the field of faculty development by providing a greater understanding of faculty's perception of preparedness for teaching students with learning disabilities.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Higher education. $3 1148448
650 4 $a Disability studies. $3 809395
653 $a Faculty development
653 $a Faculty preparedness
653 $a Inclusive postsecondary education
653 $a Students with learning disability
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0745
690 $a 0201
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Regent University. $b School of Education. $3 1180056
773 0 $t Dissertations Abstracts International $g 84-07A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30246900 $z click for full text (PQDT)