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A Qualitative Case Study of Behavioral Disorders Classrooms, Special Education Teacher Training, and the Level System in an Alternative School in Florida.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Qualitative Case Study of Behavioral Disorders Classrooms, Special Education Teacher Training, and the Level System in an Alternative School in Florida./
作者:	Saiwa, Chikondi.
面頁冊數:	1 online resource (114 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational evaluation. -
電子資源:	click for full text (PQDT)
ISBN:	9780355939354

A Qualitative Case Study of Behavioral Disorders Classrooms, Special Education Teacher Training, and the Level System in an Alternative School in Florida.
Saiwa, Chikondi.

A Qualitative Case Study of Behavioral Disorders Classrooms, Special Education Teacher Training, and the Level System in an Alternative School in Florida. - 1 online resource (114 pages)

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

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

Includes bibliographical references

The purpose of this qualitative single case study was to explore the experiences and perceptions of special education teachers with regard to level system training and student behavior in an alternative school in Florida. The problem was that lack of special education teacher training in effective behavioral classroom management where increased disruptive behaviors interfere with the process of learning and increase teachers stress levels by refocusing attention from academic tasks onto the distractions caused by disruptive behaviors. A purposeful sample included five K-12 teachers who had previously received training in implementing level system and taught at the research site. Skinner's Operant Conditioning Theory served as the theoretical framework and data were collected through online Survey Monkey and analyzed using NVivo software. Five major themes emerged during data analysis: (a) Positive reinforcement and transparent behavior expectations made LS an effective behavior management system, (b) student accountability and consistent application of a rewards made LS more successful behavior-management system for EBD students, (c) Peer-training, observation and on-the-job training aided teachers and paraprofessionals implement LS, (d) Students oppositional behaviors and Teacher/Paraprofessionals consistency is a challenge in LS implementation, and (e) educator perceived student success during LS implementation as dependent on teachers' and paraprofessionals' determination and flexibility. Four recommendations for educational leadership included: (a) teacher training focused on improving the classroom management and discipline; (b) allowing students to take responsibility for their own actions; (c) ensure teachers are adequately trained in classroom management; (d) strategies such as peer training, observation, and on-the-job training, be made part of teacher training. Recommendations for future research included: (a) a mixed methods study to improve implementation of LS; (b) a quantitative correlation study to examine educator perceived student success during LS implementation as a predictor of teacher and paraprofessional determination and flexibility; and (c) a quantitative quasi-experimental study to test whether increased teacher and paraprofessional consistencies leads to improved LS implementation.

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

Mode of access: World Wide Web

ISBN: 9780355939354Subjects--Topical Terms:

555501
Educational evaluation.
Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Case Study of Behavioral Disorders Classrooms, Special Education Teacher Training, and the Level System in an Alternative School in Florida.
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520 $a The purpose of this qualitative single case study was to explore the experiences and perceptions of special education teachers with regard to level system training and student behavior in an alternative school in Florida. The problem was that lack of special education teacher training in effective behavioral classroom management where increased disruptive behaviors interfere with the process of learning and increase teachers stress levels by refocusing attention from academic tasks onto the distractions caused by disruptive behaviors. A purposeful sample included five K-12 teachers who had previously received training in implementing level system and taught at the research site. Skinner's Operant Conditioning Theory served as the theoretical framework and data were collected through online Survey Monkey and analyzed using NVivo software. Five major themes emerged during data analysis: (a) Positive reinforcement and transparent behavior expectations made LS an effective behavior management system, (b) student accountability and consistent application of a rewards made LS more successful behavior-management system for EBD students, (c) Peer-training, observation and on-the-job training aided teachers and paraprofessionals implement LS, (d) Students oppositional behaviors and Teacher/Paraprofessionals consistency is a challenge in LS implementation, and (e) educator perceived student success during LS implementation as dependent on teachers' and paraprofessionals' determination and flexibility. Four recommendations for educational leadership included: (a) teacher training focused on improving the classroom management and discipline; (b) allowing students to take responsibility for their own actions; (c) ensure teachers are adequately trained in classroom management; (d) strategies such as peer training, observation, and on-the-job training, be made part of teacher training. Recommendations for future research included: (a) a mixed methods study to improve implementation of LS; (b) a quantitative correlation study to examine educator perceived student success during LS implementation as a predictor of teacher and paraprofessional determination and flexibility; and (c) a quantitative quasi-experimental study to test whether increased teacher and paraprofessional consistencies leads to improved LS implementation.
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