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K-2 Teachers' Perspectives on Managing Student Behaviors in Inclusive Classrooms.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	K-2 Teachers' Perspectives on Managing Student Behaviors in Inclusive Classrooms./
作者:	Kilcrease, Hailey C.
面頁冊數:	1 online resource (108 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798381899665

K-2 Teachers' Perspectives on Managing Student Behaviors in Inclusive Classrooms.
Kilcrease, Hailey C.

K-2 Teachers' Perspectives on Managing Student Behaviors in Inclusive Classrooms. - 1 online resource (108 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ed.D.)--Walden University, 2024.

Includes bibliographical references

Since the start of the full inclusion movement, K-2 general education teachers have been overwhelmed with their behavior management due to the increased numbers of students with disabilities in their classroom who display emotional/behavioral challenges. This basic qualitative study aimed to explore K-2 teachers' perspectives on having a broad range of students with disabilities in inclusive classrooms, along with what barriers and facilitators K-2 teachers describe as affecting their ability to manage behaviors in the classroom. M.A. Barnes' inclusive education conceptual framework supported and guided the research study and data analyses. The sample for this study was 12 K-2 general education teachers (a) who were licensed general education teachers, (b) who have taught for at least one year in an inclusive setting, and (c) who had previously worked with or have worked with students with emotional behavior disorders. Data were collected by asking specific interview questions to address each research question and used audio recording and open coding of the verbatim transcribed interview contents. A thematic analysis of interview data was conducted using NVivo 14. K-2 teachers believe they need classroom management strategies, evidence-based practices, and teaching practices to minimize the effects of disruptive behaviors in inclusive classrooms. K-2 teachers describe the loss of instruction time, professional development, teacher collaboration, teacher efficacy, and teacher preparation as barriers affecting their ability to manage behaviors in the classroom. This study can lead to positive social change by providing teachers with practical, research-based, and high-quality coaching to manage students' challenging behaviors in inclusive classrooms.

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

Mode of access: World Wide Web

ISBN: 9798381899665Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Classroom managementIndex Terms--Genre/Form:

554714
Electronic books.

K-2 Teachers' Perspectives on Managing Student Behaviors in Inclusive Classrooms.
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