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Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities

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Date Issued:
2019
Abstract/Description:
This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
Title: Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.
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Name(s): Mayes, Zerek, Author
Martin, Suzanne, Committee Chair
Boote, David, Committee Member
Butler, S. Kent, Committee Member
Berrio, Gabriel, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
Identifier: CFE0007682 (IID), ucf:52510 (fedora)
Note(s): 2019-08-01
Ed.D.
Community Innovation and Education, Learning Sciences and Educational Research
Doctoral
This record was generated from author submitted information.
Subject(s): special education -- effective practices -- effective teaching -- students with EBD -- teacher practices -- teacher preparation -- high leverage practices -- evidence-based practices -- culture -- cultural adaptability -- school climate -- inclusion -- teacher responsibilities -- students with disabilities -- K-12 -- urban
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007682
Restrictions on Access: public 2019-08-15
Host Institution: UCF

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