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Dissertations / Theses on the topic 'Special educations teachers'

Author: Grafiati

Published: 27 July 2024

Last updated: 31 July 2025

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1

Avery, Royce Douglas. "Special education teachers' perceptions of a principal's leadership characteristics." Access restricted to users with UT Austin EID, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3110717.

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2

Vernold, Erica Lynn Malloy William W. "Special education teacher resiliency what keeps teachers in the field? /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1631.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.

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3

Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.

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4

Roach, Amanda Janelle. "Teacher burnout special education versus regular education /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.

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5

Wang, Hsin-Yi. "A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5795/.

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A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospect

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6

Smith, Robert G. Grogan Margaret. "An evolving district level induction program for special education teachers." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6698.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Margaret Grogan. Vita. Includes bibliographical references.

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Absher, Grace Selarde. "Circumstances and Experiences of Regular and Special Education Teachers in Inclusion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7452.

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Implementation of federally mandated classroom inclusion of students with disabilities (SWDs) in the United States is inconsistent. Research has been limited on how teachers implement inclusion in classrooms, which has prevented systemwide improvements of inclusion practices. The purpose of this basic qualitative study was to describe the circumstances and experiences of regular and special education teachers in 3rd to 6th grade inclusion classes. The theory of organizational learning served as the conceptual framework for the study. Data were collected in interviews with 7 regular education t

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8

Li, Yung-Chang. "A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720539.

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9

Chung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.

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10

Suelter, Barbara L. Halinski Ronald S. Thomas Clayton F. "Building administrator participation in special education a factor in special education teacher job satisfaction /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616850.

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Thesis (Ed. D.)--Illinois State University, 1986.<br>Title from title page screen, viewed July 13, 2005. Dissertation Committee: Ronald S. Halinski, Clayton F. Thomas (co-chairs), Robert L. Arnold, Thomas E. Caldwell, Mary Ann Lynn. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.

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11

Ozturk, Mehmet Emin. "Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7071.

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The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program. This study also explored preservice teachers’ perceptions about what they learned in their program and the perceptions, and understandings of pre-service teachers regarding collaboration with families based on their past experiences with their families. This study used qualitative research methods to answer questions about perceptions of pre-service teachers’ perceptions of collaborating with families and the exte

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12

Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.

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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues. The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisf

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13

Bhandari, Naina Arvin. "Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50570.

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This paper compared the perceptions of secondary special education teachers (SETs) and general education teachers (GETs) on collaborative themes using the Schools and Staffing Survey/Teacher Survey (SASS/TS, 2007-2008) from the National Center for Education Statistics (NCES). In this study, ANOVAs, independent samples t-tests, and simple linear regression were used to analyze SASS/TS data comparing GETs and SETs on three themes derived from collaboration literature: 1) beliefs and values, 2) roles and responsibilities, and 3) teacher satisfaction. The results showed that there was a statistica

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14

Rosen, Perri I. "Teachers' Perceptions of Factors Used in Placement Decisions." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/292096.

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School Psychology<br>Ph.D.<br>Children with autism spectrum disorders (ASD) are spending greater amounts of time in inclusive classroom settings. The perceptions of teachers regarding the educational placement of children with ASD are a critical topic of study, since teachers are primarily responsible for the implementation of inclusion (Soodak, Podell, & Lehman, 1998). While there is a substantial research base that has examined the attitudes of teachers about inclusion, less research has focused on ASD that compared the attitudes of general and special education teachers. As reported in the

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15

Fok, Chun-wing Daniel. "Teacher stress and professional development in special schools under education reform 2000 in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39707477.

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Cheung, Chan Mei-ann Anna. "Evaluation of teacher competence as perceived by principals and teachers of Hong Kong special schools." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627590.

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17

Tewalt, Brandon J. "Special education teachers' personal time and money /." connect to online version, 2009. http://minds.wisconsin.edu/handle/1793/37974.

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18

Mims, Pamela J., A. Baxter, and James J. Fox. "The ETSU Teacher Support Project: Preliminary Results of a Project to Increase the Self-efficacy and Reduce Attrition of Special Education Teachers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/147.

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19

Coblentz, Chanda Rhodes. "Effective Educational Practices Regarding General Education Teachers and Inclusion of Students With Autism." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3242.

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Owing to the influx of students with autism to the general education classroom, the role of the educator has drastically changed. Limited training and negative perceptions among teachers of students with autism are concerning. A qualitative case study, based on Bandura's theory of self-efficacy as a conceptual framework, was used to gather information based on the preservice training and personal classroom experiences from 7 general education teachers who were purposefully selected based on their licensure in the state of Ohio and experience in teaching students with autism. Research questions

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20

McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs

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21

Combee, Susan. "THE RELATIONSHIP BETWEEN ADMINISTRATIVE SUPPORT AND TEACHER EFFICACY N THE PROFESSIONAL LIFE OF SPECIAL EDUCATION TEACHERS." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3481.

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Administrative support plays a vital role in the self-efficacy of special education teachers (Otto & Arnold, 2005). In order to meet the education needs of special education students and comply with Individuals with Disabilities Education Improvement Act (IDEA, 2004) and the No Child Left Behind Act of 2001 (NCLB, 2002), education leaders and policy makers need to be aware of the correlation between stronger administrative support and special education teacher self-efficacy (Thornton, Peltier, & Medina, 2007). Research shows that one of the most important administrative tasks is to demonstrate

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22

McNamara, Karen. "Special education understandings of prospective teachers." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279976.

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The purpose of the present study was to explore the broad query of prospective teachers' understandings about special education. The study, which employed qualitative methods, involved two undergraduate prospective teachers as participants. Both participants were engaged in an initial field experience as part of their elementary teacher preparation program. The study was designed to gain a sense of the ways in which the prospective teachers describe special education. Additionally, particular disability categories and inclusion were considered as part of the study. The participants both antici

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23

Veatch, Julie M. "The impact of new teacher induction programs on feelings of burnout of special education teachers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/148.

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24

Garrick, E. Renee Morreau Lanny E. "Role perceptions held by parents and teachers in early childhood special education programs." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323733.

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Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 10, 2006. Dissertation Committee: Lanny Morreau (chair), Jeffrey B. Hecht, Maribeth N. Lartz, Jeanne B. Morris, William C. Rau, Keith E. Stearns. Includes bibliographical references (leaves 169-186) and abstract. Also available in print.

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25

Mandrell, Christy Dee. "Teacher effectiveness in special education /." View online, 1986. http://repository.eiu.edu/theses/docs/32211998880884.pdf.

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26

Wilt, Mary E. "Becoming a Teacher in Multiple Voices: An Exploration of Teacher Identity Formation Among Teachers of Students with Autism Spectrum Disorder." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4614.

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The purpose of this study was to explore the formation of teacher identity among four teachers of students with autism spectrum disorder (ASD) and my own by examining our perspectives, influences, and experiences at different points in our careers and determining the similarities and differences that exist in our professional and educational experiences. This study focused on how teacher identity is defined within the field of education, the current literature on teacher identity formation, and the importance of understanding the formation of teacher identity among teachers of children with a

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27

Banks, Amanda Brooks. "Preparing K-12 Educators to Teach Students with Disabilities." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83802.

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My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review of 23 empirical studies published over the last two decades, addressing how traditional teacher preparation programs prepared preservice educators to learn about teaching students with disabilities in inclusive settings. A conceptual model was developed to synthesize the findings. Better outcomes in dispositions, knowledge, and skills were associated with preservice educators placements in inclusive classrooms where supportive su

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28

Hogan, Kathleen Ann. "Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30467/.

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This study was developed to examine the motivations of individuals who chose alternative routes to teacher certification and what they believe were the strengths and weaknesses of their alternative certification preparation (ACP). Data accrued from this study were based on a 55-item online survey and participant information from an online focus group. The study compared the differences between general and special educators in regards to the motivating factors affecting the decision to become a teacher, remain a teacher, and in choosing a non-university-based ACP, as well as the perceived stre

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29

Jacobs, Jodee Elizabeth. "Secondary Special Education Teachers and Transition Specialists| Collaborative Efforts." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602670.

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<p> This qualitative case study explored how secondary special education teachers and transition specialists perceived their collaborative efforts when transitioning students with Autism Spectrum Disorder (ASD) from secondary to higher education. The theory of transition established the platform for this study. Two of the theoretical principles of situation and support were used as a lens to determine the collaborative perceptions between these two educator groups. The research questions specified educator perceptions of collaboration throughout the transition process and building collaborativ

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30

Schiller, Marjorie Ann. "An interpretive study of teacher change during staff development with teachers of special education." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185324.

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Although there is a current movement in regular education to develop skills in the teaching of art, art education has been largely ignored in special education. Discipline-based art education (DBAE) is a current model in art education that encourages continuous, sequential, content lessons in art. Art methologies, including a new emphasis on language skills, could be a powerful resource for special education teachers. A growing body of research on staff development suggests that procedures affecting teacher change include attending to teacher attitudes, using collaborative planning procedures,

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31

Hale, Kimberly D. "Beginning Teachers Need Your Support: A “How to” Guide." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/7036.

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32

Ketron, Shannon M. "An Examination of Career Persistence Among Special Education Teachers in Cross-Categorical Settings." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179495310.

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33

Newton, Norrisa. "Examining Attrition Among Bahamian Special Education Teachers and Implications for Special Education Reform." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5508.

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Increasing levels of teacher attrition in special education within Bahamian public schools are preventing students with learning disabilities from achieving their learning goals within inclusive classroom settings. Addressing factors that influence attrition is vital to enhance the quality of education and the efficacy of educators while supporting positive social change. The purpose of this general qualitative study was to ascertain why Bahamian educators leave special education. This was achieved by exploring the influencing factors that have incited the decisions of public special education

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34

Cavin, Lisa Lyle Combes Bertina H. "Perceptions of importance of diagnostic competencies among educational diagnosticians." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3692.

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35

Bubnys, Remigijus. "REFLECTIVE LEARNING AS AN EDUCATIONAL PHENOMENON IN TRAINING OF SPECIAL EDUCATION TEACHERS AT HIGHER EDUCATION SCHOOL." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090828_134512-98937.

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The dissertation substantiates reflective learning as the conception and continuous education process. The application of the conception of mixed methods created possibilities to diagnose, to reflect and to point out models of reflection applied by future special education teachers during theoretical and practical studies as well as the factors influencing students’ self-reflection and their reflection on their activity and studies. The qualitative research was carried out by analysing unstructured written reflections presented by students, by applying the method of phenomenological hermeneuti

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36

Charley, Carmen Yvette. "General Education and Special Education Teachers' Attitudes Toward Inclusion." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/458.

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Educational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers' attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and if levels of self-efficacy (overall and

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37

Blaisdell, Alfred. "Special Education Teachers' Perceptions of Self-Efficacy." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929973.

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<p>This study provides qualitative data on topics related to the self-efficacy of teachers working in the field of special education. A guided discussion with a group of special educators provided data on four areas of focus: perceived limits on efficacy, practices for developing efficacy, systematic practices for preventing false efficacy, and personal consideration given to self-efficacy. Educator responses were collected and coded for common themes by the researcher. Commonalities in responses included the perceived existence of both internal and external limitations to efficacy, the import

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38

Simone, David S. "Determinants of burnout in special education teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0025/MQ30988.pdf.

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39

Hippler, Brooke Jenkins. "Self-management by beginning special education teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501406811.

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40

Henshaw, Cynthia. "A study of reading achievement gains in classes of special education teachers using the Beginning Teacher Assistance Program indicators of competence." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618330.

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In Virginia, the State Board of Education has specified fourteen areas in which every teacher who is granted a Collegiate Professional Certificate must be competent and has established the Virginia Beginning Teacher Assistance Program (BTAP) for the purpose of assessing the competence of beginning teachers. The basis of BTAP is a "set of measurable or observable indicators through which beginning teachers can demonstrate their competence in each competency area specified by the Board of Education." In studies of teacher effectiveness in regular education, these competency areas have been consi

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41

Mims, Pamela J., James Fox, and A. Baxter. "Teacher Support Program: Reducing Special Education Teacher Attrition in Rural Settings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/177.

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42

Langford, Megan Sue. "A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2859.

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The purpose of this study was to conduct a content and component analysis of evaluation instruments used to evaluate preservice teacher performance by special education teacher preparation programs. Direct observation (DO) and summative evaluation (SE) forms were collected from a random sample of Special Education teacher preparation programs that are recognized by the Council for Exceptional Children (CEC). The forms were then coded for content and components based on predetermined categories to identify similarities and differences. Variances among the DO and SE forms indicated possible meth

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43

Marks, Lori J. "Lessons in Caring in Teacher Education." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/3526.

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44

Hendricks, Mary Beth. "Factors influencing urban special education teachers' commitment, job satisfaction, and career plans." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-171830/.

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45

McKinley, Lori A. "Educational accommodations adopted by general and special education teachers for students with attention deficit-hyperactivity disorder /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115570.

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46

Liessmann, Christina Laverne. "The influence of teacher characteristics, affective responses, teacher qualifications, and the work environment on the attrition rate of emergency-licensed special education teachers : a mixed methods study /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3276958.

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Thesis (Ph. D.)--University of Nevada, Reno, 2007.<br>"May, 2007." Includes bibliographical references (leaves 119-126). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.

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47

Ghosh, Rajlakshmi. "PRESERVICE SPECIAL EDUCATION TEACHERS' UNDERSTANDINGS, ENACTMENTS, VIEWS, AND PLANS FOR SCIENTIFIC INQUIRY: ISSUES AND HOPES." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1444401370.

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Heady, Dolores Charlene Missy. "A study of the perceptions of elementary and secondary clear and emergency or waiver credentialed special education teachers on the critical attributes and their relationship to retention and/or attrition /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3081988.

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Sun, Chao. "Attitudes of chinese preschool teachers towards inclusion of students with special needs in relation to teacher self-efficacy and school climate." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/35.

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The purposes of the study were to (1) describe the demographic characteristics of regular preschool teachers in Shanghai, China along with their levels of self-efficacy and attitudes towards inclusion, and (2) determine whether school climate moderates the association between teachers’ self-efficacy and attitudes towards inclusion. An online survey was completed by 816 preschool teachers in Shanghai who responded to items regarding their demographic characteristics, self-efficacy towards inclusion, perception of school climate and attitude towards inclusion. Bandura (1995)’s theory of self-eff

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50

Cunningham, Kimberly Alaine. "Special Education Teachers' Perspectives Regarding Needed Support to Retain Special Educators." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7222.

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School leaders across the United States have documented a shortage of special education teachers, and special educators are leaving the field at double the rate of their general education peers. Researchers have indicated that this shortage is due to inadequate training and education, work load, and lack of administrative support. However, it is unclear what supports are needed to increase retention rates of special educators. This qualitative case study was designed to explore the perspectives of special educators regarding supports needed to improve special education retention rates in relat

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