國立虎尾科技大學 |

Elementary Teachers' Experiences Teaching Students With Learning Disabilities in the Mid-South.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Elementary Teachers' Experiences Teaching Students With Learning Disabilities in the Mid-South./
作者:	Kammerer, Christina Lynn.
面頁冊數:	1 online resource (273 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798382599861

Elementary Teachers' Experiences Teaching Students With Learning Disabilities in the Mid-South.
Kammerer, Christina Lynn.

Elementary Teachers' Experiences Teaching Students With Learning Disabilities in the Mid-South. - 1 online resource (273 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--The University of West Florida, 2024.

Includes bibliographical references

Framed by the Social Cognitive Theory (SCT), this descriptive phenomenological study described the experiences of general education teachers in inclusive classrooms and teacher preparedness to teach students with learning disabilities. The SCT allowed studying the behavioral, cognitive, and social aspects that helped comprehend teachers' experiences teaching students with learning disabilities in general education classrooms. Thirteen female and two male participants (N = 15), all general education teachers, volunteered to complete a demographic survey, interview protocol, and a member-checking exercise. The findings suggested that teachers needed additional support to ensure equitable educational opportunities for students with learning disabilities. Integrating students with learning disabilities in inclusive settings has the potential to overcome disability limitations, but many general education teachers lack adequate preparation to teach effectively. Inclusion-related coursework, fieldwork, and increased experiences with students with learning disabilities during teacher preparation programs would enhance teachers' self-efficacy and improve academic outcomes for students with learning disabilities. I recommend professional development and mentorship programs to equip teachers with the knowledge, skills, and confidence needed to teach in inclusive classrooms. Teacher self-efficacy significantly influences performance, classroom environment, and student achievement, while a lack thereof may lead to frustrations and negative impacts on students. Future research should explore strategies to improve teacher preparation programs and professional development and investigate the effects of mentorship programs and specialized training on teacher confidence and efficacy.

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

Mode of access: World Wide Web

ISBN: 9798382599861Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

General education teachersIndex Terms--Genre/Form:

554714
Electronic books.

Elementary Teachers' Experiences Teaching Students With Learning Disabilities in the Mid-South.
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