Dissertation
Teacher-student relationships and students with emotional disturbance and externalizing behaviors: an instrumental case study
Doctor of Education (Ed.D.), Drexel University
Dec 2020
DOI:
https://doi.org/10.17918/00000289
Abstract
Nearly 137,500 students in K-12 schools in Pennsylvania identified with Emotional Disturbance (ED) who receive special education services for externalizing behaviors experience bleak outcomes related to school connectedness and academic success. Teachers report feeling ill-equipped to work with students with EDEB. This instrumental case study identified critical skills necessary to promote supportive relationships for students with EDEB, to inform the development of improved teacher education programs expressly focusing on the current social phenomenon of teacher-student relationships within the school setting. This study was conducted in a rural K-12 district in Pennsylvania with twelve secondary teacher participants. Semi-structured interviews captured the knowledge and perspectives of teachers of students with EDEB. Data sources also included observations and documents and artifacts. The theoretical pillars of the research were attachment theory, social-motivational theories, and developmental systems theory. The findings were organized into three themes and subthemes, skills used by teachers to build relationships with these students. They were empathy and understanding with acceptance, conversing and attending with spend focused time on student interests, and encourage and motivate with consistent strategies based on student needs. The data showed that the majority of teachers learned to build the relationships by talking with other teachers. Only one participant noted a college course and two noted two in-service trainings that provided insight. The results indicate the following list of skills that should be taught to pre-service and in-service teachers: empathy and understanding, acceptance, conversing and attending, dedicating time to student interests, encouragement and motivation strategies, and consistent use of strategies based on student needs. Implications of these findings are discussed relative to improving teacher knowledge and skills. Keywords: emotional disturbance, externalizing behaviors, mentor program, supportive teacher-student relationship, and school connectedness.
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Details
- Title
- Teacher-student relationships and students with emotional disturbance and externalizing behaviors
- Creators
- Lee Christine Bzdil
- Contributors
- Janet Marie Sloand (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 139 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991014856047204721