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Educators' Perceptions of Needs for Professional Development on Inclusion : = An Explanatory-Sequential Mixed Methods Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Educators' Perceptions of Needs for Professional Development on Inclusion :/
Reminder of title:	An Explanatory-Sequential Mixed Methods Study.
Author:	Jurek, Kimberly N.
Description:	1 online resource (144 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798379942458

Educators' Perceptions of Needs for Professional Development on Inclusion : = An Explanatory-Sequential Mixed Methods Study.
Jurek, Kimberly N.

Educators' Perceptions of Needs for Professional Development on Inclusion :An Explanatory-Sequential Mixed Methods Study. - 1 online resource (144 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--California State Polytechnic University, Pomona, 2023.

Includes bibliographical references

The growing population of students with disabilities (SWD) in the inclusive classroom has led to educators feeling overwhelmed with limited knowledge of support for these students. This has caused inequitable access to curriculum and inclusion for SWDs. Districts provide professional development (PD) as a means of educating and preparing teachers. However, there are limited PD courses within the district of study that discuss inclusive placements. Previous research found that educators do not feel they are prepared enough in their pre-service programs for inclusive practices and do not receive adequate PD instruction. The purpose of this study was to close the gap in the literature on teachers' perception of needs and determine the effectiveness of current district-offered PD. It did so by employing an explanatory-sequential mixed method design that collects data using surveys and focus group interviews. The conceptual framework entitled Heard was then created to help ground the research design and analysis. This framework used teacher voice and draws from three theories that include: (a) Andragogy, (b) Theory of Action, and (c) How People Learn Theory. These were used to understand PD effectiveness, identify PD needs, and identify methods to support educator learning. The findings indicated that teachers feel the current district-offered PD does not adequately prepare them to work in the inclusive classroom. The study provided a chance for teachers to voice opinions on additional inclusion PD, course type, and strategies/methods. Based on teacher-identified needs, PD opportunities can be implemented, helping students and teachers succeed in this placement.

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

Mode of access: World Wide Web

ISBN: 9798379942458Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

General educationIndex Terms--Genre/Form:

554714
Electronic books.

Educators' Perceptions of Needs for Professional Development on Inclusion : = An Explanatory-Sequential Mixed Methods Study.
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