Dissertation
Exploring the perspectives and needs of teachers of elementary emotional support programs: a phenomenological study
Doctor of Education (Ed.D.), Drexel University
2019
DOI:
https://doi.org/10.17918/p9d1-py55
Abstract
The successes of educational programs are measured by student outcomes. Public educational institutions have generally not produced positive outcomes for students with emotional and behavioral disabilities (EBD) as evidenced by dropout rates, school-to-prison pipeline results, student achievement scores, and percentage of students able to successfully transition to the general education environment or adult independence. Key factors that impact students' growth are teacher preparation, responsive programming, and multiple sources of support. The purpose of this phenomenological study was to understand the perspectives and needs of elementary public school emotional support teachers with a focus on improving programming and, ultimately, the outcomes for students with EBD in large urban public schools. Semi-structured generative interviews, records and archival data reviews, and digital reflective journaling were the data sources for this study. Results revealed that teachers from this study were in need of technical training support to help them navigate special education processes and paperwork, professional developments relative to behavior science, opportunities to collaborate with teachers of similar programs, smaller classroom and caseload sizes, and support from professionals trained and with experience working with students with EBD. Teachers believed their students would most benefit from increased opportunities to be included in the general education environment, smaller class sizes, and a therapeutic component embedded in their educational program.
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Details
- Title
- Exploring the perspectives and needs of teachers of elementary emotional support programs
- Creators
- LaTwyne K. Wise - DU
- Contributors
- Janet Marie Sloand (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 177 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 9518; 991014632544304721