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The Experiences and Practices of Edu...

Northeastern University.

The Experiences and Practices of Educators that Teach Students with EBD.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Experiences and Practices of Educators that Teach Students with EBD./
Author:	Bond, Micah.
Description:	1 online resource (126 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355412048

The Experiences and Practices of Educators that Teach Students with EBD.
Bond, Micah.

The Experiences and Practices of Educators that Teach Students with EBD. - 1 online resource (126 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2017.

Includes bibliographical references

This qualitative study used the traditions of interpretive phenomenological analysis to identify the experiences and practices of educators who teach students with emotional or behavioral disorders (EBD). The guiding question that fueled this study was: What are the experiences and practices of veteran educators who teach students with EBD? This study used Ericsson's (1994) expertise theory to develop semi-structured interviews that inquired into the deliberate practices and experiences of teachers who educate students with EBD. Participants in the study were teachers who have taught students with EBD for seven years or more. The goal of the study was to identify themes and practices of these teachers in order to inform stakeholders of teaching practices that may benefit students with EBD.

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

Mode of access: World Wide Web

ISBN: 9780355412048Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

The Experiences and Practices of Educators that Teach Students with EBD.
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100 1 $a Bond, Micah. $3 1186476
245 1 4 $a The Experiences and Practices of Educators that Teach Students with EBD.
264 0 $c 2017
300 $a 1 online resource (126 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Karen Reiss-Medwed.
502 $a Thesis (Ed.D.)--Northeastern University, 2017.
504 $a Includes bibliographical references
520 $a This qualitative study used the traditions of interpretive phenomenological analysis to identify the experiences and practices of educators who teach students with emotional or behavioral disorders (EBD). The guiding question that fueled this study was: What are the experiences and practices of veteran educators who teach students with EBD? This study used Ericsson's (1994) expertise theory to develop semi-structured interviews that inquired into the deliberate practices and experiences of teachers who educate students with EBD. Participants in the study were teachers who have taught students with EBD for seven years or more. The goal of the study was to identify themes and practices of these teachers in order to inform stakeholders of teaching practices that may benefit students with EBD.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Special education. $3 567627
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0529
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northeastern University. $b Education. $3 1180127
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10637099 $z click for full text (PQDT)

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