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Special Education Teachers Lived-Experience of Professional Marginalization : = A Descriptive Phenomenological Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Special Education Teachers Lived-Experience of Professional Marginalization :/
其他題名:	A Descriptive Phenomenological Study.
作者:	Mockovciak, Alice.
面頁冊數:	1 online resource (391 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438149618

Special Education Teachers Lived-Experience of Professional Marginalization : = A Descriptive Phenomenological Study.
Mockovciak, Alice.

Special Education Teachers Lived-Experience of Professional Marginalization :A Descriptive Phenomenological Study. - 1 online resource (391 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2018.

Includes bibliographical references

The purpose of this qualitative descriptive existential-phenomenological study is to explore what it is like for public school special education teachers to experience professional marginalization and how it shapes their work-world, in the Eastern region of the United States. A purposive sampling was utilized for recruiting five special education teachers within the states of New York, Virginia, North Carolina, and South Carolina. Symbolic interactionism and stigmatization are the foundational theories. Giorgi's five-step eidetic analysis was conducted to create a psychological structure to answer this study's research questions: a) What is it like for a special education teacher to experience professional marginalization in the public school? Additionally, (b) How do the most prominent constituents appear for special education teachers in the unfolding of professional marginalization in the workplace? Subsequently, it was found that the participants experience professional marginalization as a general aversion toward special education. The constituents that formed the general structure are presented under descriptive captions as follows: (1) Salient Desire to Help Children, (2) Salient Desire to be Recognized and Accepted, (3) Salient Desire to be a Team Member, (4) Sense of Vocational Fulfillment, (5) Sense of Inequality and Compulsion to Advocate for Inclusionary Special Education Programs, (6) Sense of Inequality and Lack of Administrator Support, (7) Sense of Isolation and Loneliness, (8) Sense of Inequality between Professional Colleagues, (9) Lack of Vocational Fulfillment, (10) Sense of Rejection and Being Excluded, (11) Sense of Unworthiness and Devalued, and (12) Sense of Fear, Uncertainty, and Guilt.

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

Mode of access: World Wide Web

ISBN: 9780438149618Subjects--Topical Terms:

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

554714
Electronic books.

Special Education Teachers Lived-Experience of Professional Marginalization : = A Descriptive Phenomenological Study.
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520 $a The purpose of this qualitative descriptive existential-phenomenological study is to explore what it is like for public school special education teachers to experience professional marginalization and how it shapes their work-world, in the Eastern region of the United States. A purposive sampling was utilized for recruiting five special education teachers within the states of New York, Virginia, North Carolina, and South Carolina. Symbolic interactionism and stigmatization are the foundational theories. Giorgi's five-step eidetic analysis was conducted to create a psychological structure to answer this study's research questions: a) What is it like for a special education teacher to experience professional marginalization in the public school? Additionally, (b) How do the most prominent constituents appear for special education teachers in the unfolding of professional marginalization in the workplace? Subsequently, it was found that the participants experience professional marginalization as a general aversion toward special education. The constituents that formed the general structure are presented under descriptive captions as follows: (1) Salient Desire to Help Children, (2) Salient Desire to be Recognized and Accepted, (3) Salient Desire to be a Team Member, (4) Sense of Vocational Fulfillment, (5) Sense of Inequality and Compulsion to Advocate for Inclusionary Special Education Programs, (6) Sense of Inequality and Lack of Administrator Support, (7) Sense of Isolation and Loneliness, (8) Sense of Inequality between Professional Colleagues, (9) Lack of Vocational Fulfillment, (10) Sense of Rejection and Being Excluded, (11) Sense of Unworthiness and Devalued, and (12) Sense of Fear, Uncertainty, and Guilt.
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