Global ETD Search

21	Examining Attrition Among Bahamian Special Education Teachers and Implications for Special Education Reform Newton, Norrisa 01 January 2018 (has links) 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 teachers within The Bahamas to resign or request premature retirement from the teaching profession, as well as how job satisfaction influences teacher retention within The Bahamas' public education system. Twelve Bahamian public educators (8 former special educators, 3 current reading specialists, and 1 current resource teacher) from a major city were randomly selected to participate in semistructured interviews. Data were analyzed via open coding. Job satisfaction, social cognitive, and social cognitive career theories were used as a lens through which to understand educators' career decisions. Findings revealed that Bahamian educators leave special education due to (a) lack of specialized training, (b) lack of administrative support, and (c) burnout. Contrary to existing literature, findings revealed that poor student behavior does not significantly influence attrition among educators, and a love for children does not significantly motivate teachers to remain. Mentoring and induction programs were cited as ineffective means of teacher retention. Educators are more likely to stay when they feel valued, appreciated, supported, and respected by administrators, colleagues, and parents. attrition Bahamas public education retention special educators Education Special Education Administration Special Education and Teaching
22	They're just kids: Residential educators' frustration and hope expressed as action Klatt, Suzanne 08 May 2013 (has links) No description available. Criminology Education Mental Health School Counseling School Administration Social Work Special Education Teaching Teacher Education homelessness juvenile justice mental health residential education resilience resistance special educators care meaning residential teachers
23	Framgångsfaktorer i undervisningspraktiken : Elevers, specialpedagog och speciallärares upplevelser av framgångsrikt stöd för elever på högstadiet som befinner sig i läs- och skrivsvårigheter / Succesfactors in teaching practice : Pupils, specialeducator and special needs teacher´s experiences of succesfull support for high school students in reading and writing difficulties Åkerberg, Veronica January 2018 (has links) Syftet med denna undersökning är att bidra med förståelse gällande vad elever på högstadiet med verifierade läs- och skrivsvårigheter, samt specialpedagoger och speciallärare, vilka är verksamma i samma årskurser, upplever vara framgångsfaktorer i undervisningspraktiken. Undersökningen utgår från en fenomenologisk teori och metod, vilket innebär att det är elevers, specialpedagogs och speciallärares upplevelser av fenomenet framgångsfaktorer som fokuseras. Fem elever, en specialpedagog och en speciallärare har intervjuats och resultatet har analyserats utifrån en fenomenologisk bearbetnings- och analysmetod. Undersökningens resultat påvisar några teman som de fem eleverna och specialpedagog och speciallärare anser vara betydelsefulla för att nå framgång. Dessa utgörs av betydelsefulla personer i och utanför skolan, motivation och självbestämmande, samt strategier och verktyg. Undervisningens betydelse belyses främst av specialpedagog och speciallärare. Betydelsefulla kunskapsbidrag är elevernas markering att de extra anpassningar och särskilt stöd som är framgångsrikt är ytterst individuellt och att detta måste utvecklas i dialog med den enskilda eleven. / Thepurpose of this survey is to provide understanding of what students in grade7-9 with verified reading and writing difficulties, also known as dyslexia, aswell as special educators and special needs teachers who work in the same gradeexperience success factors in teaching practice. The study is based on aphenomenological theory and method, which means that it is the pupils, specialeducators and special needs teachers experiences of the phenomenon of successfactors that are focused. Five students, a special educator and a special needsteacher have been interviewed and the results have been analyzed on the basisof a phenomenological method. The results of the study show some themes thatthe five students, the special educator and special needs teacher consider tobe important in order to achieve success. These consist of significant people inside and outside school, motivation and self-determination, as well as strategies and tools. The importance of teaching is primarily highlighted byspecial educator and specialist teacher. Significant knowledge contribution is the students' markthat the additional adjustments and special support that are successful areextremely individual and that this must be developed in dialogue with the individual student. Success factors phenomenology reading and writing difficulties dyslexia pupils experiences special educators experiences special needs teachers experiences elementary school high school support methods teaching tools strategies motivation self-determination important people framgångsfaktorer läs- och skrivsvårigheter fenomenologi elevers upplevelser specialpedagogs upplevelser speciallärares upplevelser dyslexi grundskola högstadium stöd metoder undervisning verktyg strategier motivation självbestämmande betydelsefulla personer Pedagogy Pedagogik

Search results

Examining Attrition Among Bahamian Special Education Teachers and Implications for Special Education Reform

They're just kids: Residential educators' frustration and hope expressed as action