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Evaluating the Impact of a Targeted Teaching Approach on Classroom Disruption Rates for Ebd Students: A Case Study of two Non-Tenured Special Education Teachers
Evaluating the Impact of a Targeted Teaching Approach on Classroom Disruption Rates for Ebd Students: A Case Study of two Non-Tenured Special Education Teachers
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152942
- ISBN
- 9798342130868
- DDC
- 361.3
- 서명/저자
- Evaluating the Impact of a Targeted Teaching Approach on Classroom Disruption Rates for Ebd Students: A Case Study of two Non-Tenured Special Education Teachers
- 발행사항
- [Sl] : University of Pittsburgh, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 93 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
- 주기사항
- Advisor: Kostewicz, Doug.
- 학위논문주기
- Thesis (Ph.D.)--University of Pittsburgh, 2024.
- 초록/해제
- 요약The case study of two-non tenured special education teachers investigated the impact of a targeted teaching approach on disruption rates of EBD students. The Responsive Classroom Approach, specifically, provided teachers with ample skills to effectively address the challenges that arose in the classroom, beyond the scope of teaching a lesson. The case study reported implementation rates across two teachers and the disruption rates of two students with EBD. Findings indicated a decrease in disruption rates, with both teachers, following the implementation of the Responsive Classroom Approach. In addition to decreasing disruption rates, teachers felt renewed and less stressed than before implementing the approach. Implications and future directions of the research are discussed.
- 일반주제명
- Social support
- 일반주제명
- Emotions
- 일반주제명
- School environment
- 일반주제명
- Behavior disorders
- 일반주제명
- Behavioral psychology
- 일반주제명
- Social psychology
- 일반주제명
- Special education
- 기본자료저록
- Dissertations Abstracts International. 86-04A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798342130868
■035 ▼a(MiAaPQ)AAI31575223
■035 ▼a(MiAaPQ)Pittsburgh46461
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a361.3
■1001 ▼aCole, Raquel Alexis.
■24510▼aEvaluating the Impact of a Targeted Teaching Approach on Classroom Disruption Rates for Ebd Students: A Case Study of two Non-Tenured Special Education Teachers
■260 ▼a[Sl]▼bUniversity of Pittsburgh▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a93 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-04, Section: A.
■500 ▼aAdvisor: Kostewicz, Doug.
■5021 ▼aThesis (Ph.D.)--University of Pittsburgh, 2024.
■520 ▼aThe case study of two-non tenured special education teachers investigated the impact of a targeted teaching approach on disruption rates of EBD students. The Responsive Classroom Approach, specifically, provided teachers with ample skills to effectively address the challenges that arose in the classroom, beyond the scope of teaching a lesson. The case study reported implementation rates across two teachers and the disruption rates of two students with EBD. Findings indicated a decrease in disruption rates, with both teachers, following the implementation of the Responsive Classroom Approach. In addition to decreasing disruption rates, teachers felt renewed and less stressed than before implementing the approach. Implications and future directions of the research are discussed.
■590 ▼aSchool code: 0178.
■650 4▼aSocial support
■650 4▼aEmotions
■650 4▼aSchool environment
■650 4▼aBehavior disorders
■650 4▼aBehavioral psychology
■650 4▼aEducational administration
■650 4▼aSocial psychology
■650 4▼aSpecial education
■690 ▼a0384
■690 ▼a0514
■690 ▼a0451
■690 ▼a0529
■71020▼aUniversity of Pittsburgh.
■7730 ▼tDissertations Abstracts International▼g86-04A.
■790 ▼a0178
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164279▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
