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|a LC3969.M37 2010_MarkhamSteven |2 BU-Local |
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|a Exploring essential experiences that influence retention of special education teachers |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2010. |
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|a xi, 178 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2010. |
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|a Includes bibliographical references (leaves 164-171). |
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|a Copyright Steven Markham. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose: The purpose of this study was to understand what essential factors are associated with the retention of special education teachers who instruct students with severe maladaptive behaviors in Florida’s only comprehensive transitional education program (CTEP). The research examined the essential elements of the teaching experience for instructors who work with students with intensive behavioral challenges. It aimed to understand what is essential to the teacher in the CTEP paradigm for returning to the classroom, and more essentially, what keeps them working with the most intensive population in special education. Method: This study followed the general processes of phenomenological research proposed by Moustakas (1994) and Creswell (1998), and utilized the seven step data analysis technique modified from Van Kaam’s method of analysis of phenomenological data. In all phases of the study the priority was to clearly represent the essential meanings of the phenomenon as revealed through the descriptive language of the co-researchers, and to stay in close contact with the philosophies and criterion for conducting phenomenological research. Major Findings: Three major findings emerged from this study; Relationships, Autonomy and Supports, and Motivators. The theme of relationships was the predominant theme throughout the data; the interlaced student/teacher relationship is understandably at the core of teacher retention. Autonomy and supports were thematically consistent throughout the study, with all participants considering them to be essential for success in the classroom. Motivators were related to student achievement, and the intrinsic value participants evoked on the learning paradigm. This study concludes with a composite description of the essential experiences that influence special education retention. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Special education teachers |x United States. |
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|a Special education |x Florida. |
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|a Special education educators. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001554/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/15/54/00001/LC3969_M37 2010_MarkhamSteventhm.jpg |
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|a Theses and Dissertations |
