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Characteristics Necessary for Teacher Success in a Classroom for Students with Emotional Disabilities.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Characteristics Necessary for Teacher Success in a Classroom for Students with Emotional Disabilities./
Author:	Bowers, Cheryl Arlene.
Description:	1 online resource (260 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355861006

Characteristics Necessary for Teacher Success in a Classroom for Students with Emotional Disabilities.
Bowers, Cheryl Arlene.

Characteristics Necessary for Teacher Success in a Classroom for Students with Emotional Disabilities. - 1 online resource (260 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2018.

Includes bibliographical references

The purpose of this collective case study was to describe the characteristics necessary for teacher success in a classroom for students with emotional disabilities (ED) through the perceptions of teachers of students with ED, administrators, and behavior specialists in South District. Albert Bandura's social cognitive theory guided this study as it explains the mutual influence among cognitive, environment, and behavior factors for teachers. A rich description of the perceived characteristics necessary for teacher success in an ED classroom was created thereby answering the central question of the study: What characteristics does a person need to be a successful teacher in an ED classroom? Participants of the study included 12 teachers of students with emotional disabilities, five assistant principals, and two behavior specialists. A review of the literature reveled that there is a gap in current literature that describes the skills, knowledge, and dispositions necessary for successful teachers of students with ED. Data consisted of interviews, a survey (for descriptive purposes), a questionnaire, and relevant documentation (such as classroom level systems and procedures). Results of the study provide information on the knowledge, skills, and dispositions necessary for a teacher to gain success in an ED classroom. Theoretical, empirical, and practical implications are discussed.

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

Mode of access: World Wide Web

ISBN: 9780355861006Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Characteristics Necessary for Teacher Success in a Classroom for Students with Emotional Disabilities.
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245 1 0 $a Characteristics Necessary for Teacher Success in a Classroom for Students with Emotional Disabilities.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Rebecca Bowman.
502 $a Thesis (Ed.D.)--Liberty University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this collective case study was to describe the characteristics necessary for teacher success in a classroom for students with emotional disabilities (ED) through the perceptions of teachers of students with ED, administrators, and behavior specialists in South District. Albert Bandura's social cognitive theory guided this study as it explains the mutual influence among cognitive, environment, and behavior factors for teachers. A rich description of the perceived characteristics necessary for teacher success in an ED classroom was created thereby answering the central question of the study: What characteristics does a person need to be a successful teacher in an ED classroom? Participants of the study included 12 teachers of students with emotional disabilities, five assistant principals, and two behavior specialists. A review of the literature reveled that there is a gap in current literature that describes the skills, knowledge, and dispositions necessary for successful teachers of students with ED. Data consisted of interviews, a survey (for descriptive purposes), a questionnaire, and relevant documentation (such as classroom level systems and procedures). Results of the study provide information on the knowledge, skills, and dispositions necessary for a teacher to gain success in an ED classroom. Theoretical, empirical, and practical implications are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Educational psychology. $3 555103
650 4 $a Teacher education. $3 1148451
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710 2 $a Liberty University. $b School of Education. $3 1181376
773 0 $t Dissertation Abstracts International $g 79-09A(E).
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