國立虎尾科技大學 |

Narratives of Teachers Labeled With Learning Disabilities : = An Exploration of Their Personal and Professional Experiences.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Narratives of Teachers Labeled With Learning Disabilities :/
其他題名:	An Exploration of Their Personal and Professional Experiences.
作者:	Harrington-Knopf, Janice.
面頁冊數:	1 online resource (324 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
標題:	Educational philosophy. -
電子資源:	click for full text (PQDT)
ISBN:	9798380609319

Narratives of Teachers Labeled With Learning Disabilities : = An Exploration of Their Personal and Professional Experiences.
Harrington-Knopf, Janice.

Narratives of Teachers Labeled With Learning Disabilities :An Exploration of Their Personal and Professional Experiences. - 1 online resource (324 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2023.

Includes bibliographical references

This narrative inquiry explored the schooling and professional experiences of seven teachers who were labeled with learning disabilities, and how those experiences affected their career decisions, teaching strategies, as well as relationships with their students, families, and friends. Their stories also challenged the associated stigmas and societal beliefs about who can be a teacher. The methodology incorporated semi-structured interviews, classroom observations, field notes, and member checks to explore the teachers' constructed meanings of their experiences and beliefs. This research was undergirded by Disability Studies in Education (DSE), along with the theory of complex embodiment. The purpose of incorporating these theoretical perspectives was to challenge normalizing dominant narratives and to advance the problematization and redefinition of disability as simply a matter of human variation. The findings highlighted three themes. They included: embracing the "Theory of Complex Embodiment"; residual emotions and feelings of (in)competence; and their decisions to disclose their learning disability labels, masquerade as a subjugated identity, or conceal their labels and pass. The participants also described the teaching strategies they utilized with their students and themselves. Following analysis, recommendations were made for both teachers labeled with learning disabilities and students enrolled in special education programs.

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

Mode of access: World Wide Web

ISBN: 9798380609319Subjects--Topical Terms:

1148497
Educational philosophy.
Subjects--Index Terms:

Learning disabilitiesIndex Terms--Genre/Form:

554714
Electronic books.

Narratives of Teachers Labeled With Learning Disabilities : = An Exploration of Their Personal and Professional Experiences.
LDR:02950ntm a2200409K 4500 001 1141330
005 20240311061617.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380609319
035 $a (MiAaPQ)AAI30640149
035 $a AAI30640149
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Harrington-Knopf, Janice. $3 1465042
245 1 0 $a Narratives of Teachers Labeled With Learning Disabilities : $b An Exploration of Their Personal and Professional Experiences.
264 0 $c 2023
300 $a 1 online resource (324 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: 85-04, Section: A.
500 $a Advisor: Naraian, Srikala;Wong, Jean.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2023.
504 $a Includes bibliographical references
520 $a This narrative inquiry explored the schooling and professional experiences of seven teachers who were labeled with learning disabilities, and how those experiences affected their career decisions, teaching strategies, as well as relationships with their students, families, and friends. Their stories also challenged the associated stigmas and societal beliefs about who can be a teacher. The methodology incorporated semi-structured interviews, classroom observations, field notes, and member checks to explore the teachers' constructed meanings of their experiences and beliefs. This research was undergirded by Disability Studies in Education (DSE), along with the theory of complex embodiment. The purpose of incorporating these theoretical perspectives was to challenge normalizing dominant narratives and to advance the problematization and redefinition of disability as simply a matter of human variation. The findings highlighted three themes. They included: embracing the "Theory of Complex Embodiment"; residual emotions and feelings of (in)competence; and their decisions to disclose their learning disability labels, masquerade as a subjugated identity, or conceal their labels and pass. The participants also described the teaching strategies they utilized with their students and themselves. Following analysis, recommendations were made for both teachers labeled with learning disabilities and students enrolled in special education programs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational philosophy. $3 1148497
650 4 $a Educational leadership. $3 585508
650 4 $a Special education. $3 567627
650 4 $a Disability studies. $3 809395
653 $a Learning disabilities
653 $a Narratives
653 $a Semi-structured interviews
653 $a Disability Studies in Education
653 $a Human variation
655 7 $a Electronic books. $2 local $3 554714
690 $a 0201
690 $a 0998
690 $a 0449
690 $a 0529
710 2 $a Teachers College, Columbia University. $b Curriculum and Teaching. $3 1186372
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30640149 $z click for full text (PQDT)